Banning Unified School District
English Language Arts
Unit 2: What is a Myth? (Inform/Explain)
Grade/Course:
9th Grade English
Unit Title
What is a Myth? (Inform/Explain)
Unit Number:
Unit 2
Length of Unit:
5 weeks
Phase I: Desired Outcomes
Unit Overview:
(overall objectives
and literacy focus)
In this unit students will read texts with the purpose of writing informative/explanatory texts
themselves, specifically focusing on the skills of summarizing and paraphrasing the words of
authors in literary texts in order to share information and explain elements of the text with
specificity and brevity. Students will actively read excerpts from ​
The Odyssey​
, write short
summaries and analyze the elements and characteristics of myths along the way.
Performance Task
Summary:
Students do a Unit Test as well as an explanatory essay answering the prompt:
Define myth. Is ​
The Odyssey​
a myth? Explain your answer with details from the story and at
least 2 quotes. You must parenthetically cite your quotes for full credit.
Technology
Focus:
Students are introduced to technology with a lab project (Family Tree) based on “How the World
and Mankind were Created” of the easier version.
Common Core Learning Standards
Priority Standards
W2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
RL1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL2
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; provide an
objective summary of the text
Supporting Standards
W8
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.
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
RL4
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).
RL9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RL10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high
end of the grades 9-10 text complexity band independently and proficiently
RI2
Determine a central idea of a text and analyze its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).
RI9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell
Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham
Jail"), including how they address related themes and concepts.
RI10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text
complexity band independently and proficiently.
SL5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3​
here​
for specific expectations.)
Enduring Understandings / Big ideas
Essential Questions
An enduring understanding is the “big idea,” concept or
skill a student will use beyond this course.
What thought-provoking questions will foster inquiry,
meaning-making and transfer?
1. A traditional or legendary story, usually
concerning some being or hero or event, with or
without a determinable basis of fact or a natural
1. What is a myth?
2. Why is T​
he Odyssey ​
a myth?
3. What is an epic?
2.
3.
4.
5.
6.
7.
8.
9.
explanation, especially one that is concerned
with deities or demigods and explains some
practice, rite, or phenomenon of nature.
The Odyssey has several mythical elements, as
evidenced by online resources. It also tries to
answer big questions for the culture that it
originated from.
A long poem, typically one derived from ancient
oral tradition, narrating the deeds and
adventures of heroic or legendary figures or the
history of a nation.
The Odyssey begins as all epic poems do in ​
Media
Res​
, or in the middle of things. Nearly all modern
novels begin from the beginning of a story and
work their way through the plot while epic poetry
will start in the middle of a story before
explaining the events that came before it. In the
case of the Odyssey, the story begins with
Odysseus stranded on Calypso's island before
narrating how he came to be shipwrecked on the
island. Also, while epic poetry does not rhyme, it
was written in a meter that helped the bards of
that day recite it from memory. Epic poetry is
also quite frequently scattered with heroic
epithets about noteworthy characters, hence the
many references to Dawn with her Rosy Red
Fingers. Other common themes include the
invoking of deities such as Athena. And typically
heroic epithets begin with a calling upon a muse.
The Odyssey famously begins with the words
"Sing to me of the man, Muse" thus fulfilling this
as well. Additionally, epic poetry centers around
a single great hero.
Distinguish what is directly stated in a text with
what the author really meant.
Determine the rhetoric that effectively
contributes to the persuasiveness of the text.
Cite strong textual evidence to support one’s
opinion.
Present information, findings, and supporting
evidence to convey a clear logical argument.
Produce academic writing in standard format.
Unit Objectives:
These are the overarching learning
objectives (smaller objectives and
targets will be presented in other
elements of the unit)
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Why is ​
The Odyssey ​
an epic?
What does it mean to be an “active reader”?
What makes an argument effective?
What makes an opinion valuable?
How are effective writing and speaking
connected?
9. Why is a standard writing format useful?
4.
5.
6.
7.
8.
Students will read Homer’s ​
The Odyssey.
Students will identify what makes it a myth.
Students will identify what makes it an epic.
Students will identify what makes it Greek.
Students will identify what makes it a narrative.
Students will write an explanatory essay, citing quotes.
Students will take notes on the reading, citing quotes.
● Students will read supplemental texts to help them understand myth,
epic, Greece.
Academic Language
Tier II Words
High frequency
academic
terms
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Essential
Response
Frames:
The necessary
language
scaffolds to
ensure every
student has
the chance to
speak and
write using the
necessary
language
targets of the
unit
● You can tell ​
The Odyssey ​
is a myth
because ______.
● The mythical elements in ​
The
Odyssey​
are ________.
● The Odyssey ​
is about
______________.
● When Homer writes “____”, he is
saying _________.
● The main idea of this excerpt is
_________.
● The character _____ is ____, as
evidenced by the passage,
“_________”.
ponderous
profusion
assuage
abominably
ardor
travail
commandeered
adversities
contemptible
aloof
tremulous
desolation
quiver
heft
smote
Tier III Words
Specific to
content
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Structured
Collaborative
Conversation
(listening and
speaking
activities):
● Partnering
● Instructor-led discussion
abyss
adamantine
aspect
boon
confound
delegated
deluge
disgorge
innumerable
melancholy
precursors
undisputed
unfathomable
harried
appalled
Phase II: Desired Results
Summative/Culminating Performance Task(s)
Assessment
Summative Assessment Measures
Unit
Culminating
Performance
Task
(summative)
(​
DOK 3 or 4)
Informational writing Prompt with quotes from ​
​
The Odyssey​
to support.
Formative Assessment Measures
Pre-Assessment:
Write a paragraph summary of a chosen video (or story or movie from student’s repertoire) to
see how well students are able to summarize. Minimum 5-sentence paragraph. Provide
sentence frames (I.e.: The film/book/show _____________ is about ________. In the beginning,
_________. Later, ____________. The main conflict is _____________, and it comes to a climax
when ____________. In the end, ________________.)
Formal Formative
Assessment #1
Time required to administer and use the assessment for instruction:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet, students complete
a vocabulary quiz.
Post-assessment activities: Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment.
Formal Formative
Assessment #2
Time required to administer and use the assessment for instruction:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet, students complete
a vocabulary quiz.
Post-assessment activities: Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment.
Formal Formative
Assessment #3
Time required to administer and use the assessment for instruction:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet, students complete
a vocabulary quiz.
Post-assessment activities: Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment.
Formal Formative
Assessment #4
Students practice writing summaries of the various readings. Teacher should have students
practice at least twice. Teacher can use supplemental videos, articles, stories, or excerpts from
The Odyssey
Formal Formative
Assessment #5
Students practice writing summaries of the various readings. Teacher should have students
practice at least twice. Teacher can use supplemental videos, articles, stories, or excerpts from
The Odyssey
Real-time, Daily Checking for Understanding
● Active Voice and Active Listener Lesson
● Introduce close reading strategies with “How the World” text
● Ss will create “family tree chart” in computer lab (2 days):
○ Verify AUP
○ Verify Log In
○ Connect to Class Group in MBC
○ Upload finished assignment to MBC
● Ss to watch Video “The Creation of the World” and “Myths of the Dead” video. Student are to write a 1
paragraph summary of “Myths of the Dead.” (formative)
● Students are to close read “What is a Myth” article and write 1 paragraph summary. (formative)
● Lesson on Textual Evidence to Support Commentary (parenthetical citations)
● Ss to paraphrase “What is a Myth” article. (formative)
● Students to read excerpts from the ​
Odyssey​
; taking Cornell Notes (with summaries and paraphrases)
Phase III: Learning Plan and Activities
Required and Recommended Resources to Support Student Learning
Required ​
Texts
& Resources ​
(if
any)
The Odyssey​
by Homer
“The Creation of the World” video
“Myths of the Dead” video
“What is a Myth” article
Sparknotes Summary of the Odyssey
Essays on Ancient Greece
Storyboard for The Odyssey
Suggested ​
Tests
Textbook and
other print
sources​
:
McDougal Littell ELA9 Textbook; online articles
Electronic
Learning
Resources​
:
Websites, PowerPoints, and Elmo (for going over student papers), Chromebooks, Various
myth-related videos, articles, other creation myths
How will we incorporate the following Pedagogical Shifts demanded by the CCSS​
?
Instructional Shift
How will I incorporate these shifts into the unit​
?​
What resources will I use​
?
A balance of Literary ​
(fiction,
poetry)​
and Informational Texts
(nonfiction)
Use ​
The Odyssey​
as the main text and supplement with expository articles, other
myths, videos
Knowledge in Disciplines
(students learn about the world
through texts rather than
teacher-centered activities)
Provide cultural/historical context for ​
The Odyssey​
and expand the students’
exposure by providing creation myths from other cultures.
Complex texts
(student read and discuss the
texts around which instruction is
centered)
The Odyssey​
is a complex text, and articles should be chosen from reputable
sources.
Text-based questioning
(text-dependent questions)
Dialectical journals in which students must cite quotes, summaries on various
readings, summative test.
Writing from Sources
(writing tasks emphasize the use
of evidence from sources to
inform or create an argument)
Students must support with actual quotes from the text.
Suggested Sequence of Instruction across the Unit
Note: Instructors will be informed this is simply a limited list/outline of instruction
Lesson Title
Summary
Standards
Addressed
Lesson Objectives
and Academic
Language
Activities, Assessment, etc.
Introductory
Lesson 1:
2 Days
RL 1, RL 2,
W2
Lesson 2: ​
2
Days
RL 1, RL 2,
W2
Lesson 3:​
1
Day
Lesson 4: ​
1
Day
RL 1, RL 2,
W2
RI 1, RI 2,
W2
Lesson 5: ​
2
Weeks
RL 1, RL 2,
W2
Lesson 6: ​
2
Days
Introduce
mythology
● U2 Vocab 1 Lesson U2 Vocab 2 U2 Vocab 3
● Introduce close reading strategies with “How the
World” text.
● More advanced text
● Cornell Notes on text’s main points.
● Give “How the World” Reading Comp. Quiz.
Introduce
computer,
introduce Google
Classroom, recall
main ideas of text,
collaborate
● Ss will create “family tree chart” in computer lab (2
days):
a. Verify AUP and Log In
b. Connect to Class Group in MBC
c. Upload finished assignment to MBC
Introduce summary
writing, continue
exploration of
mythology
● Ss to watch Video “The Creation of the World” and
“Myths of the Dead” video.
● Student are to write a 1 paragraph summary of “Myths
of the Dead.” (formative)
Define mythology,
practice writing
summaries,
practice using
textual evidence
● Students are to close read “What is a Myth” article and
write 1 paragraph summary. (formative)
● Lesson on Textual Evidence to Support Commentary
(parenthetical citations)
● Ss to paraphrase “What is a Myth” article. (formative)
Read ​
Odyssey​
;
analyze mythology;
identify qualities of
an epic; analyze
characterization,
conflict, plot, etc.;
define terms;
reading
comprehension
● intro to Odyssey PPt
● Students to read excerpts from the ​
Odyssey​
; taking
Cornell Notes (with summaries and paraphrases)
○ “Homer’s World” pg.1088
○ Bk.1 “A Goddess Intervenes”, pg. 1104; Bk.5
“Calypso” pg. 1106; Bk.9 “The Cyclops” pg.
1112; Bk.11 “The Land of the Dead” pg. 1126;
Bk.12 “The Sirens; Scylla and Charybdis” pg.
1130; Bk.16 “Father and Son” pg. 1142; Bk.21
“The Test of the Bow” pg. 1150; Bk. 23 “The
trunk of the Olive Tree” pg. 1162
● Saying/Doing chart
Prepare for
assessment,
assessment, review
assessment
● Ss complete summative:
○ Students will answer 3 select response qs, 2
short constructed response qs, and one
extended response question: