CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM …
Transcript of CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM …
1
CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
Myths and Legends
Revision Date: July 2018
Submitted by: Frances T. Magee-Stout
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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
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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
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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
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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
learning goals aligned with the following standards:
NJSLS.R.1
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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
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Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what can be
done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able
to communicate deep understanding through open ended
responses (both orally and in writing). In addition, students are
often required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed in
class as learning activities require independent research of
relevant information outside of the provided textbook and/or
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.
7
Assessments- including benchmarks, formative, summative,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
History/Social Studies Make artifacts to accompany myths.
Include statues and drawings of gods, various kinds of altars built
to honor them, or tools or utensils that might have been used to
worship them.
Science/Health: Have students study one type of natural disaster
and have them connect the scientific explanation to an ancient
myth addressing the same kind of disaster.
World Languages: Utilize the meaning of Greek and Latin Roots,
affixes, and prefixes to better understand difficult vocabulary.
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
Helpful websites
Timeless Myths: Classical Mythology at
www.timelessmyths.com
Myths, Folktales, and Fairytales at
http://teacher.scholastic.com/writewit/
Mythology Web Quests at
http://www.k12.hi.us/~konawahs/webquests_on_mythology.htm
Integration of the Technology Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to
enhance instruction and student achievement
8
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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.
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
Annotate text to find
definitions, critical
information
Answer text-dependent
questions and
comprehension questions
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
Graphic organizer to
classify myths according
to purpose (benchmark)
Class discussions to
explore the message of the
myths and make personal
connections
Cultural matrixes
Project: Using knowledge
of and references to
classical mythology,
students will create an
original creation myth on a
mural which reflects
geographic considerations
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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
learning goals aligned with the following standards:
NJSLSA.R.1
NJSLSA.R.2
NJSLSA.R.3
NJSLSA.W.2
NJSLSA.W.3
NJSLSA.W.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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
10
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student
can better understand the rights and obligations of
citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what
can be done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student
success as learners. Throughout this curriculum, students
must be able to communicate deep understanding through
open ended responses (both orally and in writing). In
addition, students are often required to work collaboratively
with their peers, which promotes the ability to succeed in
the area of social cooperative work, increases
communication skills, and promotes leadership and
responsibility.
Students must be information literate, i.e. they must be able
to find and use information effectively, in order to succeed
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
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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,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
Math – Roman Numeral study
Science – Astronomy study and looking at the stars named from
mythology
History/Social Studies – Geography of the area of Ancient Greece
and Rome. Look at historical context of the civilizations
Science/Health: Research issues that affected life and times in
Ancient Greece.
World Languages: Utilize the meaning of Greek and Latin Roots,
affixes, and prefixes to better understand difficult vocabulary.
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.
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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
Various media center resources
Various Greek Myths, including,
but not limited to:
Creation
Ages of Man
Flood Cycle
Eros and Pysche
King Midas
Persephone
Echo and Narcissus
Achilles
Perseus
Orpheus
Theseus
Jason
Icarus
Arachne
Pygmalion
Pandora
Atalanta
Romulus and Remus
(Roman)
Myths & Folklore
Integration of the Technology Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
o Encyclopedia Mythica at www.pantheon.org
o Myth Web at www.mythweb.com
o Mythology: A Virtual Field Trip – Project Venture Lesson Plan available at
http://www.kyrene.org/schools/brisas/sunda/mythology/mythology_field_trip.p
df
o Greek Mythology Web Quest at
http://home.swbell.net/bobj1/webquestgreek.html
o Mythology Teacher at http://www.mythologyteacher.com/The-Hero%27s-
Journey.php
Media center
Smart technology
PowerPoint
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to enhance instruction and student
achievement
13
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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.
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)
Annotate text to look for
evidence of a Hero in a
Myth Answer text-
dependent questions and
comprehension questions
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
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
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.
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)
Main Idea / Detail graphic
organizer
Write a short response
explaining the theme /
central idea with textual
evidence
Summarize a main point in
the myth focusing on
hero’s journey – strengths
and weaknesses
Student and teacher
generated rubrics
Adapted NJSLS rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Presentations
Visual Representations
14
Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages or twitter
poster
Tests and Quizzes
Think-Pair-Share
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.
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
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
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
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.
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
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
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
15
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
Read myths as models for
writing
Use the writing process
Demonstrate how to use
dialogue effectively in
stories
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
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.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 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
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
16
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
learning goals aligned with the following standards:
NJSLSA.R.1
NJSLSA.R.2
NJSLSA.R.3
NJSLSA.W.2
NJSLSA.W.3
NJSLSA.W.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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.9-10.9 L.6.1.12.D.14.e
W.9-10.10 L.9-10.1, 2, 3, 4, 5
17
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what can be
done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able
to communicate deep understanding through open ended
responses (both orally and in writing). In addition, students are
often required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed 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 analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
18
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,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
Math –Explore populations and number of people throughout
African countries.
Science – Find the scientific facts behind the stories and the
aspects of nature that are depicted.
History/Social Studies – Trace the wars and land acquisition that
shaped cultures. Explore how the historical events impacted the
stories of different peoples.
World Languages – Read myths and folklore from the countries
that speak different languages.
19
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
Various media center resources
Various African myths, including, but not limited to:
Motikatika
Jackal and Spring
Adventures of a Jackal
Adventures of Jackal's Eldest Son
Adventures of Younger Son of Jackal
Hassebu
The Heart of a Monkey
The Heart of a Monkey: The Washerman's Donkey
Makoma
The Creation (Isis and Osiris)
The Story of Re
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
Integration of the Technology Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
Media center
Smart technology
PowerPoint
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to enhance
instruction and student achievement
20
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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.
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)
Annotate text to look for
what is important to
African society of the time
Respond to essential unit
questions using classroom
various activities including
creating movie posters and
Taxedos
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
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
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.
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)
Main Idea / Detail graphic
organizer
Write a short response
explaining the theme /
central idea with textual
evidence
Summarize a main point in
the myth focusing on
hero’s journey – strengths
and weaknesses
Respond to essential unit
questions using classroom
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
21
Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
blog and/or pseudo
Facebook pages or twitter
poster
Think-Pair-Share
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.
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
Annotate myth to
determine why the ancient
African people may have
created each 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
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
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.
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
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
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
22
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
Read myths as models for
writing
Use the writing process
Demonstrate how to use
dialogue effectively in
stories
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
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.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 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
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
23
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
learning goals aligned with the following standards:
NJSLSA.R.1
NJSLSA.R.2
NJSLSA.R.3
NJSLSA.W2
NJSLSA.W.3
NJSLSA.W.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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
24
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what can be
done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able
to communicate deep understanding through open ended
responses (both orally and in writing). In addition, students are
often required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed 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 analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
25
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,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
Math – Look at demographics and population numbers for
advertising projects.
Science – Find scientific facts of American folklore and make
connection as to why the story may have been created.
History/Social Studies –Discover historical facts and see what
parts of American folklore are historically factual and which are
fictional.
World Languages – Use words with foreign roots in the
advertising project and trace their etymology.
26
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
Various media center resources
Various American Myths, including, but not limited to:
The Jealous Uncle
Blue jay and His Companions
Dug-From-Ground
The Attack on the Giant Elk and the Great Eagle
Lodge-Boy and Thrown-Away
The Son-in-Law Tests
The Jealous Father
Dirty-Boy
Myths & Folklore
Native American Untextbook at
http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Heroes
And
http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Marriage
Integration of the Technology
Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
Media center
Smart technology
PowerPoint
Prezi Presentation
Publishing software (i.e.
Microsoft office suite) to
enhance instruction and
student achievement
27
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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
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)
Annotate text to look for
evidence of a morals and
values of the Native
Americans dependent
questions and
comprehension questions
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
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
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.
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)
Main Idea / Detail graphic
organizer
Write a short response
explaining the theme /
central idea with textual
evidence
Summarize a main point in
the myth focusing on
hero’s journey – strengths
and weaknesses
Student and teacher
generated rubrics
Adapted NJSLS rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Presentations
Visual Representations
28
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
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages or twitter
poster
Tests and Quizzes
Think-Pair-Share
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.
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
Annotate myth to
determine why the Native
Americans 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
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
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.
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
Write informatively while
conveying complex ideas
Write an open-ended
response which analyzes
how 2 different texts
develop the theme, citing
specific evidence from
each text collaborative
discussions
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
29
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
Read myths as models for
writing
Use the writing process
Demonstrate how to use
dialogue effectively in
stories
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
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.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 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
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
30
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
learning goals aligned with the following standards:
NJSLSA.R.1
NJSLSA.R.2
NJSLSA.R.3
NJSLSA.W.2
NJSLSA.W.3
NJSLSA.W.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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
31
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what can be
done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able
to communicate deep understanding through open ended
responses (both orally and in writing). In addition, students are
often required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed 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 analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
32
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,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
Math – Explore world data, population and popularity statistics.
Science –Research scientific discoveries from around the world
that explain the stories depicted in the myths.
History/Social Studies – Trace world events and interpret their
impact on the myths and folklores of the countries of origin.
World Languages – Explore the evolution of language through
the mythology of the world.
33
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
Various media center resources
Various Norse Myths, including, but not limited to:
Sigurd, The Dragon Slayer The Nine Worlds
The Creation of the World
The First War
The Walls of Asgard
The Journeys of Odin
The Binding of Fenrir
The Treasures of the Gods
Thor’s Headache
Thor in Utgard
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
Integration of the Technology Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
Media center
Smart technology
PowerPoint
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to enhance
instruction and student achievement
34
Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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
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)
Annotate texts to gain
knowledge of Northern
Europe and The Vikings
Answer text-dependent
questions and
comprehension questions
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
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
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.
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)
Main Idea / Detail graphic
organizer
Write a short response
explaining the theme /
central idea with textual
evidence
Summarize a main point in
the myth focusing on
hero’s journey – strengths
and weaknesses
Student and teacher
generated rubrics
Adapted NJSLS rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Presentations
35
Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages or twitter
poster
Visual Representations
Tests and Quizzes
Think-Pair-Share
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.
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
Annotate myth to
determine why authors
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
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
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.
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
Write informatively while
conveying complex ideas
Write an open-ended
response which analyzes
how 2 different texts
develop the theme, citing
specific evidence from
each text collaborative
discussions
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
Read myths as models for
writing
Use the writing process
Write a myth using the
morals and values
important to the Europeans
Student and teacher
generated rubrics
Adapted NJSLS based
rubrics
36
technique, well-chosen details,
and well-structured event
sequences.
Demonstrate how to use
dialogue effectively in
stories
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
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
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 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
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
37
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
learning goals aligned with the following standards:
NJSLSA.R.1
NJSLSA.R.2
NJSLSA.R.3
NJSLSA.W.2
NJSLSA.W.3
NJSLSA.W.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
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
38
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based on student’s individual needs,
ability level, disabilities or 504/IEPs including but not limited
to:
Extended time
Enrichment activities
Native language prompts
Alternate reading and writing assignments as per reading
level (grade level appropriate)
Preferential seating
Rosetta Stone Program
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Independent Study
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Increased integration of higher order thinking processes,
creative and critical thinking activities, problem-solving,
and open-ended tasks
Self-regulated group interaction
Advanced pacing levels
Greater opportunities for freedom of choice and
independent study that encourage independent and intrinsic
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives
to infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Students explore areas that support environmental literacy,
including society’s impact on the environment and what can be
done to support environmental solutions.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to
create projects and products as examples of mastery in each
unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able
to communicate deep understanding through open ended
responses (both orally and in writing). In addition, students are
often required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed 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 analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
39
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,
and alternative assessments:
Student and teacher generated rubrics
Adapted NJSLS-based rubrics
Anecdotal evaluation of online technological
communication
Graphic Organizer
Journal entries
Exit ticket
Projects
Long/Short Research projects
Suggested Interdisciplinary Activities for this Unit
Math – Look at demographics and population numbers for
advertising projects.
Science – Find scientific facts of urban legends and make
connection as to why the story may have been created.
History/Social Studies –Discover historical facts and see what
parts of folklore are historically factual and which are fictional.
World Languages – Use words with foreign roots in the
advertising project and trace their etymology.
40
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
Various media center resources
Various Legends, including, but not limited to:
Humpty Dumpty and the Fall of Colchester
A Saint's Revenge - Edmund of the East Angles
The Black Dogs of Bungay
The Headless Ghosts of Blickling Hall
A Mummy's Tale
A Witch in a Bottle
Testing the Witch-finder General
The Split Grey Goose Feather
The Little Blue Man
The Devil's Favorite Game
Matilda's Bracelet
Beowulf
King Arthur
Myths & Folklore
Integration of the Technology Standard
8.1.12.B.2
8.1.8.C.1
Film
Audio
YouTube
Various websites
o https://www.smore.com/ek9jt-module-four-urban-legends-folklore
o http://urbanlegends.about.com/. o http://myths.e2bn.org/teachers/#general
Media center
Smart technology
PowerPoint
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to enhance
instruction and student achievement
41
Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
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.
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)
Annotate texts to gain
knowledge local and
international legends
Answer text-dependent
questions and
comprehension questions
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages
Literature analysis and
review utilizing textual
evidence
Open-ended response(s)
Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
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
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.
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)
Main Idea / Detail graphic
organizer
Write a short response
explaining the theme /
central idea with textual
evidence
Summarize a main point in
the myth focusing on
hero’s journey – strengths
and weaknesses
Student and teacher
generated rubrics
Adapted NJSLS rubrics
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Presentations
42
Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages or twitter
poster
Visual Representations
Tests and Quizzes
Think-Pair-Share
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.
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
Annotate legends to
determine which are true
and which are false
Use characterization sheet
to track a main character
of the myths
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
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.
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
Write informatively while
conveying complex ideas
Write an open-ended
response which analyzes
how 2 different texts
develop the theme, citing
specific evidence from
each text collaborative
discussions
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
Read myths as models for
writing
Use the writing process
Write a narrative creating
on an original Urban
Legend
Student and teacher
generated rubrics
Adapted NJSLS based
rubrics
43
technique, well-chosen details,
and well-structured event
sequences.
Demonstrate how to use
dialogue effectively in
stories
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
Questioning
Discussions
Exit/Admit Slips
Learning/Response Logs
Peer/Self Assessments
Visual Representations
Tests and Quizzes
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 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
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
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