Unit 2: The Perilous Journey: Epic Poetry
Content Area:
Course(s):
Time Period:
Length:
Status:
ELA
ELA 1
OctNov
6-8 Weeks; Grade 9
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
English 1 Academic: Grade 9
Unit 2: The Perilous Journey:
Epic Poetry
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Vanessa Domingues
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculum and Instruction Mathematics and Science K -8
Mr. George Droste, Director of Curriculum and Instruction Mathematics and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K - 12
Board Approved: August 22, 2016
Unit Overview
The Perilous Journey; Epic Poetry unit introduces students to the language and significance of epic poetry in addition
to literature in which the protagonists endure life journeys. Students will recognize and analyze an epic poem, define
an epic hero, and identify and use literary elements included in epic poetry. In addition, students will obtain and use
new vocabulary in everyday communication while exploring the author's tone and purpose for different works.
Through this unit students will be given new perspectives on literature and characterization while formulating new
arguments and interpreting ancient cultures.
NJSLS
LA.9-10.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
LA.9-10.L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LA.9-10.W.9-10.2.E
Establish and maintain a style and tone appropriate to the audience and purpose
(e.g. formal and objective for academic writing) while attending to the norms and
conventions of the discipline in which they are writing.
LA.9-10.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
LA.9-10.W.9-10.2.F
Provide a concluding paragraph or section that supports the information or
explanation presented (e.g., articulating implications or the significance of the
topic).
LA.9-10.L.9-10.2.B
Use a colon to introduce a list or quotation.
LA.9-10.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
LA.9-10.L.9-10.2.C
Spell correctly.
Conventions of Standard English
Knowledge of Language
LA.9-10.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
LA.9-10.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
LA.9-10.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. Introduce precise
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
LA.9-10.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
LA.9-10.RL.9-10.1
Cite strong and thorough textual evidence and make relevant connections to
support analysis of what the text says explicitly as well as inferentially, including
determining where the text leaves matters uncertain.
LA.9-10.W.9-10.1.A
Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda
devices, and using sound reasoning, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
LA.9-10.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
LA.9-10.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details and provide an objective summary of the text.
LA.9-10.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
LA.9-10.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
LA.9-10.W.9-10.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
LA.9-10.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
LA.9-10.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
LA.9-10.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
trying a new approach, or consulting a style manual (such as MLA or APA Style),
focusing on addressing what is most significant for a specific purpose and
audience.
LA.9-10.W.9-10.6
Use technology, including the Internet, to produce, share, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
LA.9-10.SL.9-10.1.B
Collaborate with peers to set rules for discussions (e.g. informal consensus, taking
votes on key issues, presentation of alternate views); develop clear goals and
assessment criteria (e.g. student developed rubric) and assign individual roles as
needed.
LA.9-10.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
LA.9-10.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
LA.9-10.W.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
LA.9-10.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
specific effects (e.g. mystery, tension, or surprise).
LA.9-10.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
LA.9-10.W.9-10.8
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).
LA.9-10.SL.9-10.1.D
Respond thoughtfully to various perspectives, summarize points of agreement and
disagreement, and justify own views. Make new connections in light of the
evidence and reasoning presented.
LA.9-10.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and
accuracy of each source.
LA.9-10.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each work (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
LA.9-10.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any false reasoning or distorted evidence.
LA.9-10.W.9-10.9
Draw evidence from literary or nonfiction informational texts to support analysis,
reflection, and research.
LA.9-10.RL.9-10.8
(Not applicable to literature)
LA.9-10.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically. The content, organization, development, and style are appropriate to
task, purpose, and audience.
LA.9-10.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance findings, reasoning, and
evidence and to add interest.
LA.9-10.RL.9-10.9
Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and
background knowledge) how an author draws on and transforms source material
in a specific work (e.g., how Shakespeare treats a theme or topic from mythology
or the Bible or how a later author draws on a play by Shakespeare).
LA.9-10.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English.
LA.9-10.W.9-10.1.B
Use transitions (e.g. words, phrases, clauses) to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
LA.9-10.W.9-10.1.C
Establish and maintain a style and tone appropriate to the audience and purpose
(e.g. formal and objective for academic writing) while attending to the norms and
conventions of the discipline in which they are writing.
LA.9-10.W.9-10.1.D
Provide a concluding paragraph or section that supports the argument presented.
LA.9-10.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
LA.9-10.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LA.9-10.L.9-10.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
LA.9-10.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
LA.9-10.L.9-10.1.A
Use parallel structure.
LA.9-10.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
LA.9-10.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
Exit Skills

Recognize and define an epic poem

Determine if a character qualifies as an epic hero

Identify literary terms evident in an epic

Apply vocabulary in every day communication

Write narratives

Respond to artworks and literature using various methods
Enduring Understanding

Well-rounded students can express understanding through writing, oral communication, art or performance.

Analyzing a journey promotes the understanding of human qualities, attitudes, purpose and world views.

Epic poetry and epic heroes provide students will the ability to understand and analayze different perspectives
and identify how ancient literature influences today's literary works.

A writer’s choice of words can powerfully affect the meaning.
Essential Questions

How do my choices affect the outcomes of my life?

What is an epic hero?

Why is it important for me to pay close attention to of the text and the writer’s choice of words?

How does language and tone effect the literature and reader's interpretation of the text?
Learning Objectives

Recognize and define an epic poem

Determine if a character qualifies as an epic hero

Identify literary terms evident in an epic

Identify and utilize literary terms and devices

Summarize background information on Homer and the Trojan War

Analyze, critique, and respond to an epic

Use vocabulary in every day communication
Remember
Choose
Describe
Define
Label
List
Locate
Match
Memorize
Name
Omit
Recite
Select
State
Count
Draw
Outline
Point
Quote
Recall
Recognize
Repeat
Reproduce
Understand
Classify
Defend
Demonstrate
Distinguish
Explain
Express
Extend
Give Examples
Illustrate
Indicate
Interrelate
Interpret
Infer
Match
Paraphrase
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Associate
Compute
Convert
Discuss
Estimate
Extrapolate
Generalize
Predict
Apply
Choose
Dramatize
Explain
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Use
Add
Calculate
Change
Classify
Complete
Compute
Discover
Divide
Examine
Graph
Interpolate
Manipulate
Modify
Operate
Subtract
Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Arrange
Breakdown
Combine
Detect
Diagram
Discriminate
Illustrate
Outline
Point out
Separate
Evaluate
Appraise
Judge
Criticize
Defend
Compare
Assess
Conclude
Contrast
Critique
Determine
Grade
Justify
Measure
Rank
Rate
Support
Test
Create
Combine
Compose
Construct
Design
Develop
Formulate
Hypothesize
Invent
Make
Originate
Organize
Plan
Produce
Role Play
Drive
Devise
Generate
Integrate
Prescribe
Propose
Reconstruct
Revise
Rewrite
Transform
Interdisciplinary Connections
WL.7.1.IH.A.L.1
The Intermediate - High language learner has progressed from understanding and
communicating at the sentence level to understanding and communicating at the
paragraph level and can use connected sentences and paragraphs independently
to:
SOC.6.2.12.2
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
SOC.6.2.12
All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible.
SOC.6.2.12.D.2.c
Justify how innovations from Asian and Islamic civilizations, as well as from ancient
Greek and Roman culture, laid the foundation for the Renaissance.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
Interactive websites
WebQuests
Computers
SMARTBoard
Differentiation
As a Reminder:
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State Standards
http://www.state.nj.us/education/modelcurriculum/success/math/k2/
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
Textbook: Elements of Literature, Third Edition
The Odyssey, Homer (parallel text)
Greek Mythology, R. G. A. Buxton
Ancillary Resources
http://www.greek-gods.org/
www.youtube.com