Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 1 of 9
MYP Unit Planner
Unit Title: Greek Mythology and The Odyssey - English 9 A Honors*
Teacher(s)
Jensen, Elizabeth; Kirkman, Andrea;
Leistikow, Timothy Ingman
Subject and Grade
Level
Language A /
English, Grade 9
Time frame and
Duration
(Week 2, 8 Weeks)
Significant Concept (Enduring Understanding)
Human creations help to identify shared cultural values.
Content Knowledge/ Big Ideas
Latin and Greek roots, suffixes, prefixes
Greek mythology and gods/goddesses
Classical Greek history
Greek story-telling techniques
Drawing inferences
Compare/contrast techniques
Figurative language devices and Homeric
similes
Definition and function of epic, epic hero,
elements of a heroic story
Various religions' creation stories
English 9 A Honors Course Map
Skills
Use and adapt selected words based on Greek
and Latin roots
Teach peers about Greek god or goddess and
the part he/she plays in The Odyssey
Synthesize historical background and context
Make meaning of how history is reflected in
The Odyssey
Use inferences to predict outcomes and
evaluate the consequences of actions
(cause/effect)
Analyze content in a comparison/contrast
essay and Creation Myth Project
Make connections between values of ancient
Greeks and those of the modern world
Recognize and translate Homeric similes in
text
Produce summaries of the books of The
Odyssey
Approaches to Learning
ATL Skill & Student Learning Outcome
Organization
Information Thinking
Collaboration
Literacy
■ Applying
Communication Reflection
Knowledge
■ Informing
and Concepts
others
Transfer
Students will inform others/teach peers
about Greek gods, goddesses, and
historical culture. Students will apply
these concepts to The Odyssey while
reading individually, with small groups,
or as a class.
MYP Area of Interaction Focus / DP ToK Links
Human Ingenuity - Students will focus on the impact of innovation and creation (such as the
Greeks' creation of mythology, sculpture, and drama) on individuals, communities, societies, and
the world.
Unit Question (Essential Question)
Why are the characteristics of shared cultural values important?
FROM ASSESSMENT TO TEACHING AND LEARNING ACTIVITIES THROUGH INQUIRY
Assessment Reflections
What MYP task will be most appropriate?
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 2 of 9
■ What exemplars will
students see so that
they understand
what is required?
■ What will allow
students the
opportunity to
answer the unit
question using what
they have learned?
■ What considerations
have you given the
nature of the
assessment (e.g.
given in class, takehome, time allowed
for completion)
■ At what level of
Bloom's Taxonomy
does this task ask
the student to
engage?
■ Where in the
assessment task(s)
are students invited
to achieve at all
levels of the
descriptors?
Assessments
Formative: Written Test
Vocab Quizzes - Students will learn and apply Greek and Latin
prefixes, suffixes, and root words.
God/Goddess Research Project and Quiz - Students will select
a Greek god/goddess from teacher-generated list, research
specific aspects of the god/goddess, and present a PowerPoint
to the class on the findings.
Reading Quizzes - Students will complete reading quizzes to
check for understanding while reading The Odyssey; teachers
will use quiz results to monitor and adjust pace of reading, as
well as differentiate instruction as appropriate.
Formative: Other written assessments
Drafts of Comparison/Contrast Essay - Students will work in
and out of class on their essays, submitting outlines, thesis
statements, and other drafts as appropriate.
Journals - Students will respond to journal prompts connected
to concepts from The Odyssey.
Summative: Expository Essay
Comparison/Contrast Five-Paragraph Essay - after students
read The Odyssey, they view "O, Brother Where Art Thou" and
reflect on and make connections between the two works in
response to the question, "What does each work say about its
respective culture?"
Summative: Written Test
Final Exam - Students will take two-part final exam on The
Odyssey and Greek god/goddess research. Part One consists
of checking knowledge and understanding. Part Two consists
of short essays that ask students to synthesize and analyze
information from the unit; one of the short essays is a
response to the unit EQ.
Greek Roots
Formative: Project
Students will examine the meaning of Greek roots. They will
identify multiple words that use the root to deduce meaning.
Students will identify words that use Greek roots in The
Odyssey.
MN Standards & IB Objectives
-Minnesota State Standards or National Standards that are being
addressed
-Which MYP assessment criteria will be used?
English Language Arts 6–12 (2010), Grades 9-10,
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 3 of 9
■ 9.4.1.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
■ 9.4.2.2 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; provide an objective summary of the
text.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
■ 9.4.3.3 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.
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
■ 9.4.4.4 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).
English Language Arts 6–12 (2010), Grades 9-10, Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
■ c. Use words, phrases, and 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.
■ d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
■ 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.
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 4 of 9
■ 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.
■ d. Use precise language and domain-specific vocabulary
to manage the complexity of the topic.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
■ 9.7.4.4 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.)
5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
■ 9.7.5.5 Use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, editing,
rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose
and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to
and including grades 9–10 on page 75.)
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of
the subject under investigation.
■ 9.7.7.7 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.
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
■ 9.7.8.8 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.
Range of Writing
10. 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.
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 5 of 9
■ 9.7.10.10 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.
a. Independently select writing topics and formats for
personal enjoyment, interest, and academic tasks.
English Language Arts 6–12 (2010), Grades 9-10,
Speaking, Viewing, Listening and Media Literacy
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and
persuasively.
■ 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.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task,
purpose, and audience.
■ 9.9.4.4 While respecting intellectual property, present
information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the
line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience,
and task (e.g., persuasion, argumentation, debate).
5. Make strategic use of digital media and visual displays of data
to express information and enhance understanding of
presentations.
■ 9.9.5.5 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.
English Language Arts 6–12 (2010), Grades 9-10,
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
■ 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.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 6 of 9
■ 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.
■ b. Use a colon to introduce a list or quotation.
■ c. Spell correctly.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
■ 9.11.4.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
■ c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its
etymology.
6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
■ 9.11.6.6 Acquire and use accurately general academic
and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
MYP: Language A (For use until Aug/Dec 2009), MYP Year
5, Assessment Criteria
Language A: Assessment Criteria
Criterion A: Content The student demonstrates a
perceptive understanding of the relevant aspects of the
topic or theme. The work consistently displays illustrative
detail, development and support. Creative pieces reflect a
high degree of imagination and sensitivity. The student's
response to literature demonstrates a sophisticated
analysis of the author's intention and techniques.
■ Criterion B: Organization The student's work is
consistently well organized, clear and coherent, and
arguments are presented in a perceptive and persuasive
manner. Paragraph structure and transitions effectively
■
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 7 of 9
develop and substantiate the ideas being expressed. When
such devices are required, critical conventions and
apparatus are used in a sophisticated manner.
MYP: Language A (For use until Aug/Dec 2009), MYP Year
5, Objectives
The objectives of language A deal with both language and
literature. The various language skills—speaking, listening,
reading, writing and viewing—are all covered by these
objectives. At the end of the course students should be able to:
■ 4. compare texts and connect themes to show similarities
or differences across genres
■ 8. structure ideas and arguments, both orally and in
writing, in a sustained and logical way, and support them
with relevant examples
-Which MYP objectives will be addressed during this unit?
LEARNING EXPERIENCES AND TEACHING
■ How will I
incorporate
international
mindedness
throughout the unit?
■ How will students
learn the knowledge
and practice the
skills required?
■ How will we use
formative
assessment to give
students feedback
during the unit?
■ What different
teaching
methodologies will
we employ?
■ How are we
differentiating
teaching and
learning for all?
Learning Activities
W- Greek culture information; brief history of drama; picture
examples of Greek sculpture; The Odyssey summary guides;
explanation of Creation Myth Project
H- god/goddess research and presentations; write and share thesis
statements as a class; class discussions; creation of Homeric
similes; Creation Myth Project example - Norse mythology
E- read The Odyssey together; Readers Theater when appropriate;
view parts of The Odyssey in class; opportunities to share
responses to journal prompts; vocabulary study
R- comparison/contrast essay drafts and revisions; Odyssey exam
review game(s); share Creation Myth Project progress
E- peer editing of comparison/contrast essays; peer reflections of
god/goddess presentations; reflections on The Odyssey in journal
promtps; Creation Myth Project "gallery walk"
Differentiations
Think-pair-share
Varied journal writings
Options for essays on final Odyssey exam
Review activities
Jigsaw reading for sections of They Odyssey
Opportunities to view "The Odyssey"
Multiple levels of reading questions
Options for working alone or with partner(s)
Study guides
On-line support sites
Re-testing or rewriting
Enrichment activities based on the standards and concepts in the
unit
Modifications
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 8 of 9
Modifications will be made according to the student's IEP or 504
Plan and will include such things as breaking assignments into
smaller parts, word banks for tests, extended deadlines, etc.
Resources
Elements of Literature, Third Course
"O, Brothere Where Art Thou" DVD
"The Odyssey" VHS
Supplemental handouts
ONGOING REFLECTIONS AND EVALUATION
Students and Teachers
Unit Reflections
■ What did we find
compelling?
■ What learnerinitiated inquiries
arose during the
learning?
■ From the evidence,
what understandings
may have been
constructed?
■ How did we deepen
our understanding of
AOI?
■ What opportunities
exist for reflection both on the unit and
on our own
learning?
■ What, if any,
extension activities
arose?
Collaboration
■ How successful was
the collaboration
with other teachers
within my subject
group and/or form
other subject
groups?
■ What
interdisciplinary, if
any, understandings
were forged with
other units?
Assessment
■ In what ways did the
assessment task
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
6/12/2012
Unit Map 2010-2011 :: Fridley Public Schools Collaboration / English 9 A Honors* / Gra... Page 9 of 9
allow students to
achieve at the
highest descriptors?
■ How are skills that
were taught
articulating to the
next level?
Data Collection
■ What data am I
collecting?
■ For what purpose
will the data be
used?
<< Previous Year
Last Updated: 03/01/2011
© Rubicon International 2011. All rights reserved
mhtml:file://E:\Subject Groups\Language A -- Sample Unit of Work.mht
Atlas Version 7.1.1
6/12/2012