Understanding By Design Unit Template
(Revised & adapted)
Drafted 6/24/13
Title of Unit / Myths / Grade Level / 4Subject / Reading / Time Frame / 9/9/13 – 10/11/13
Developed By
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
Myths have originated as oral narratives in order to explain the unknown, as well as give lessons to instill values across cultures. A myth is a fictional story about a culture’s beliefs and traditions. The characters in myths are often gods and goddesses who have extraordinary powers or people who do amazing things. In this five, week unit of study we will explore a range of myths across cultures, analyze characters traits and motivations, and identify settings and events in order to make a connection of common themes.
We will look closely at the figurative language and vocabulary within myths and how they have become infused in modern day language. (ie:idioms, vocabulary, similes, metaphors)
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
RL4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Introduce as Ongoing
RL4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry in grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
B
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
· Myths were told and later written to explain the unknown world through characters, events and the consequences of actions
· Myths give us insight into what cultures hold as important
· Myths are of the fiction genre and have the same components; characters, setting, events and themes
· Many words and phrases found in myths and legends are used in today’s language
· Reading myths across cultures have similar themes, topics, and events / How do myths explain the unknown world?
How do myths show which behaviors a culture values?
What makes a myth regardless of culture?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
· Myths explain events that people did not have the science or the technology to explain
· Some Vocabulary and many idioms have originated in mythology
· Myths reveal what is important within a culture
· Myths originated for different purposes (quest, creation, lessons) / Students will be able to…
Identify traits of characters that are in myths with evidence from the text to support thinking
Identify the setting by using clues within the text (language, dialogue) from which to make inferences
Analyze the actions of characters and their relationship to the plot
Draw conclusions about the theme using evidence to support thinking
Compare themes across texts
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Students will be assessed through F & P Benchmark system as well as conference notes
Brief Written Description of the Performance TaskPre Assessment:
Students will read Pandora’s Box and respond to the following prompts:
· Why did the gods create Pandora?
· Hermes gave Pandora the character trait of deceitfulness. In paragraph 7, what action by Pandora confirms that she was deceitful?
· “She took a deep breath, closed her eyes and slowly lifted the lid off the box.” Using this quote from the text, what inferences can we make about Pandora?
· Why was Hope important to the author’s message?
Post Assessment:
Using another myth TBA students will read and respond to text dependent questions
Rubric for Assessment:
Standards / Level 4 / Level 3 / Level 2 / Level 1
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL4.3 / · Develops a range of organizational strategies to mark up texts and reflects on their effectiveness
· Is able to describe the elements of the myths in multiple ways / · Is able to summarize using post its, jottings, highlights, or underlines texts
· Is able to describe the elements of the myth (characters, setting, events) / · Beginning to summarize using post its, jottings, highlights, or underlines on texts
· Is able to describe some of the elements of myths / · Randomly uses post its, jottings, highlights or underlines on texts
· Descriptions of the elements of myths are unclear
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL4.4 / · Is able to identify the figurative language in myths and its application in our language today. / · Determines the meaning of words and phrases found in myths. / · Predicts some unknown words using context / · Gives a literal meaning to unknown words
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL4.6 / · Is able to compare and contrast point of view across multiple myths / · Is able to compare and contrast point of view across different myths / · Is able to identify the point of view from which different myths are narrated (whose telling the story) / · Is unclear on who is telling the story.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL4.9 / · Is able to identify multiple themes within a text and / · Is able to compare and contrast similar themes of myths using evidence from the text. / · Is able to identify a theme of one myth / · Is unclear on the theme
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
· RAN Chart – cumulative
· Story Maps, story string, character profile etc
· Conferencing
· F&P Assessments
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Bold words are thematic vocabulary words (academic language/vocabulary words) that teacher should introduce AND some words should be displayed on word walls to students
Block 1:Genre Immersion / 1-As a whole class teacher will begin RAN chart, first column: What I Think I Know About Myths
2-Read a myth and discuss features. Refer to the RAN chart fill new columns; Confirmed, Identify Misconceptions, Add New Facts
3-Read another myth and refer to the RAN chart again to confirm, identify misconceptions and add new facts
If we know the genre of narrative – how do myths fit this?
Build a profile
List and chart all the elements as we read each myth to build and identify themes, common features etc. / Ongoing assessment through: Conferencing, guided reading, and writing responses in reading notebook students will identify author’s craft, providing examples. / Website for graphic organizers;
www.stenhouse.com/goodchoice
Myths and Legends resources:
http://www.history-for-kids.com/myths-and-legends.html
http://teacher.scholastic.com/writewit/mff/africa.htm
http://myths.e2bn.org/teachers/info310-why-were-the-stories-told.html
Block 2: Character Traits / 1- Refer back to RAN chart to confirm, identify misconceptions and add new facts.
2 – Teacher will read a new myth. Teacher will model how to use supportive details to identify or infer character traits of one character, using Character Trait chart to display supporting evidence.
Students will work in guided reading groups to reinforce this technique. Reflect at meeting area to refer back to the RAN chart
(minotaur, monstrous, heroic)
3- Teacher will read a myth. Teacher will model how to use supportive details to identify or infer character traits of two or more characters. Complete character maps Students will work in guided reading groups to reinforce this technique, providing supportive evidence on their Character Trait charts. Reflect at the meeting area and RAN chart. / Character Traits RAN chart
Role of Gods/ some good/ some evil
Role of major characters- heros
Role of minor characters –
Character Maps
Create a poster of your special character to demonstrate qualities, powers and vulnerabilities of the God/ Goddess/ Demi-God, human etc. / See Sample Traits Chart on Server – adjust as needed.
Block 3: Setting / 1 – Teacher will read a new myth (or continue with a previously read myth). Teacher will model how to use supportive details to identify or infer the setting and introduce the Setting Chart.
Students will work in guided reading groups to reinforce this technique, using a Setting Chart to display supportive evidence. Reflect at meeting area to refer back to the RAN chart
2- Teacher will read another myth. Teacher will review how to use supportive details to identify or make inferences to understanding the setting. Students will work in guided reading groups to reinforce this technique, providing supportive evidence on their Settings Chart. Reflect at the meeting area and RAN chart.
3- Repeat process as needed.
Ongoing Block / Teacher brings to students’ attention a range of vocabulary words and idioms that are embedded in everyday language i.e. Pandora’s Box, Midas Touch, narcissistic, odyssey, herculean task,
Have students’ record vocab and idioms and problems solve meanings
1-Teacher will model how to chart words and phrases used in the text, including words that allude to characters, that are used in our language today.
2-During meeting area time as well as guided and independent work students chart these words and phrases and their meanings today. / Terms From Mythology
1. Amazon
2. Arcadia
3. Atlas
4. Calliope
5. Chaos
6. Gemini
7. Harpy
8. Iris
9. Nike
10. Oracle
11. Phoenix
12. Psyche
13. Python
14. Sirens
15. Styx
16. Titans
Block 4 - Events / 1 – Teacher will read a new myth. Teacher will model how to use supportive details to identify or infer the events and introduce the Events Chart. Or story string (quest, Students will work in guided reading groups to reinforce this technique, using an Events Chart to display supportive evidence. Reflect at meeting area to refer back to the RAN chart
2 – Teacher will reinforce as needed
Block 5 - Theme / 1 – Teacher add to the cumulative RAN chart for theme. Teacher with ask students what a theme means, then provide two universal stories with the same theme. For example: The Three Little Pigs (theme is “Hard work now and pay off later”)
2- Teacher then uses another universal story to discuss with students what the theme of the story is and why the characters, setting, plot are different than the first one, however, the theme is as the same the first story. (clues?)
3- Teacher will use one myth previously read to model how to identify a theme in the story based on the characters, setting, and the plot. These elements lead us to the theme. Demonstrate using a Theme Diagram (Make sure students understand that the theme exists everywhere and in all cultures and stories may be told with different details and in different ways.)
4- Take another previously read myth. This time, students practice in groups to identify the theme. Share and explain what the theme is and how clues do they use to determine the theme.
5- Guided practice. / Review the types of themes explored in myths as themes of myths are unique and not the same as everyday themes / http://www.readworks.org/lessons/grade4/theme/lesson-1
Block 6 – Compare and Contrast / 1-Teacher will model how to use two myths to compare and contrast similar themes.
2-Students will recall previously read myths by analyzing the charts posted (morals, lessons, events) in order to determine what the theme is, and where two myths have the same themes.
3- After determining two myths with the same themes teacher will model how to use a graphic organizer to display their findings. / Review the RAN chart to identify confirmations/ clarify misconceptions and further knowledge to build a summary profile of the learning about myths (this information could be recorded in readers notebook) / ·
Block 7 – Post Assessment / Students will be given two myths with a similar theme to compare and contrast the treatment based on characters, setting, events.
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
What does it look in our classroom?
Visual Representation
Charts for comparing across myths
Chart list of character traits
Chart focus on a character – inside / outside traits
Build a profile for a god/ goddess
Build a profile for a hero
Charts – story map
Chart – setting
Enlarged text and images
Anchor Charts
Tactile Representation
Digital Literacy
Talking texts – BrainPop (writing a paragraph)
Animated texts
Vocabulary
Thematic words for myths – depend on the culture
Tier two words – focus vocabulary
Explicit teaching-pre-teach in context-connect to students experience and/or prior knowledge / What scaffolds am I providing?
Demonstration (Model) of completing charts for
- Story String
- Theme Diagram
- Character Map
- Setting Chart
- Summary Notes
For all the above please consult Reader’s Handbook Resource
Gradual release of responsibility
· Model (shared/read aloud)
· active engagement,
· independent reading
· Small group instruction (guided reading)
Peer Tutoring
Collaborative learning
Ongoing tracking and monitoring- F&P
Read Alouds/Modeled Writing
Shared Reading/Writing
Guided Writing
Independent Reading/Writing
Small Group Instruction
Supporting charts, Graphic Organizers, picture books, illustrations, sentence starters / How do I create an engaging/motiving learning environment to foster independent learners?
Reading groups (Self-directed)
Access to library
Listening center
- Students could be required to develop a poster about a character/ Demi-God, God, Goddess or mortal, from a myth that identifies the character traits of the character i.e. Perseus, King Midas, Zeus
- Story Maps could be presented in a storyboard format.
- Reader Theatre focused on reading and performing a myth
What opportunities do I provide for students to CHOOSE how they demonstrate their understanding in a range of ways
Graphic Organizers
Student Checklist for monitoring goals
· Small group instructions
· Question and questioning techniques
· Modeling
· Smart board activities
· One to One Conferencing
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)