Understanding By Design Unit Template
(Revised & adapted)
Title of Unit / Analyzing Mythology / Grade Level / 5th GradeSubject / Reading / Time Frame / September 4, 2014 – October 24, 2014
Developed By / Flora Zhong & Stephanie Bass
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
What's more compelling--reading about a river that is deep and fast, and dangerous; or about one that's "deeper than darkness and with a current that's faster and deadlier than a starving tiger"? The answer's clear. Figurative language draws you into the story. This four-six week unit has been created to provide an opportunity for students to explore the themes of different myths and the language used within them. Students will start by identifying the text structures and features of myths and begin thinking about why myths were created. They will be expected to read and analyze myths, interpret figurative language, determine the theme and even begin to start to analyze the author’s craft. Why does the writer use figurative language in the text? Teachers will model using close reading strategies in order to meet the standards and the students will be provided with opportunities to deconstruct and analyze myths.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
RL.5.2 à Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.4 à Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
SL5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
L5.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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...
· Being familiar with the features, conventions and writing approaches typical of myths can make it easier for you to understand them.
· Myths often provide clues that help to build a picture of the beliefs, lifestyles and ideology of the people who first told them.
· Readers will have to synthesize details throughout the text in order to determine the theme of a myth.
· Figurative language is used to convey a vivid picture of the experiences, events, setting, and/or characters. / 1. How do we identify a myth? Why do we read myths?
2. What do myths reveal about the culture in which it’s found?
3. Why is figurative language used in texts?
4. How does a reader identify the theme of a myth?
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...
· A myth is a traditional story about heroes or supernatural beings, often attempting to explain the origins of natural phenomena or aspects of human behavior
· Myths often have common themes that can teach a lesson, explain natural events, describe a hero, explain the beginnings of a culture, or express the values of a culture. (good vs. evil, wise and foolish, quest, etc.)
· Sometimes sacred in nature, a myth can involve gods or other creatures. And, a myth represents reality in dramatic ways.
· Theme represents a view or comment on life
Figurative Language:
· A simile is a figure of speech that draws a comparison between two different things, especially a phrase containing the word "like" or "as," e.g. "as white as a sheet"
· A metaphor is implicit comparison: the use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake
· An idiom (Latin: idioma, "special property", f. Greek: ἰδίωμα – idiōma, "special feature, special phrasing", f. Greek: ἴδιος – idios, "one’s own") is a combination of words that has a figurative meaning, due to its common usage. An idiom's figurative meaning is separate from the literal meaning or definition of the words of which it is made.[ / Students will be able to…
· Use the text features to make predictions to help comprehend the text
· Apply a variety of reading strategies (Visualization, Summarizing, Think-aloud, Making Predictions, Text Features & Structures, Questioning)
· Infer and draw conclusions about what the writer is trying to express (determining the theme)
· Interpret the meaning of figurative language used in the text
· Re-read for a number of different purposes (close reading)
· Recognize the writer’s purpose in using figurative language and how it adds meaning to the text
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
1.) What is a theme of the myth “Odysseus and the Cyclops”? Use two details from the myth to support your answer. Write your answer in complete sentences.
2.) Highlight two examples of figurative language that the author used in the text. Use post its to annotate: What do these words and phrases mean? What type of figurative language is this? Why does the author use it?
Rubric for Assessment:
*(Please see separate document on server.)
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?
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
How do we identify a myth? / Lesson Focus: Myths have unique features when compared to other fictional texts.
Mini Lesson: Immersion/ Launching / Snap Shot / Exploring
· Over the course of 2-4 lessons, the teacher will immerse students in various myths and legends.
· Teacher will chart student observations from the different myths and legends.
Student Activity:
· Students will read myths on their level, and highlight features unique to myths and legends.
· Students will role play characters from myths and read a script. Some students can also create their own script after analyzing characters. / http://myths.e2bn.org/mythsandlegends/
*See resources folder on server for plays
How do we identify a myth? / Lesson Focus: Myths may use figurative language (similes, metaphors, idioms, etc.) to help readers visualize experiences, events, setting, and/or characters.
Mini Lesson: Identify figurative language used in myths.
· Over the course of 2-4 lessons, the teacher will read myths (these can be the same as the ones already used, or new ones) to identify figurative language used in each of the different myths.
Student Activity:
· Students will read myths on their level, and highlight figurative language that is used in each myths.
Lesson Focus: Readers need to figure out what the author is trying to say in order to interpret how different kinds of figurative language work.
Mini Lesson: Interpret figurative language used in myths.
· Over the course of 2-4 lessons, the teacher will read myths (these can be the same as the ones already used, or new ones) to interpret figurative language used in each of the different myths.
Student Activity:
· Students will revisit the myths that they highlighted to interpret the meaning of the figurative language.
Lesson Focus: Readers need to figure out why the author uses figurative language (author’s craft).
Mini Lesson: Analyze figurative language used in myths.
· Over the course of 2-4 lessons, the teacher will revisit myths to analyze figurative language used in each of the different myths.
Student Activity:
· Students will revisit the myths that they highlighted to analyze the meaning of the figurative language.
What are the characteristics of the gods/goddesses, heroes/villains in myths?
What are the purposes of the gods/goddesses, heroes/villains in myths? / Lesson Focus: Myths have characters with traits unique to themselves and their purpose.
Mini Lesson:
Over the course of 3-4 lessons, the teacher will revisit the myths and focus on each of the following:
· Infer traits
· Infer motivation
· Interaction with other characters
Student Activity:
· Students will infer traits, motivation, changes through examining how the author describes them, what they do, what they say and think and what other characters say about them.
How do we identify a problem / solution within a myth? / Lesson Focus: The characters in myths are often faced with supernatural problems a typical person could never solve.
Mini Lesson:
· Read Myth 1 as yesterday to the kids.
· Model how to find and record Problem/Solution
Student Activity:
Students will read a myth on their level, to identify the story’s Problem / Solution.
Lesson Focus: The authors of myths often write their stories to teach readers a moral.
Mini Lesson:
· Reread specific areas of Myth 1
· Model how to analyze key points of a myth to determine the theme of the story.
Student Activity:
Students will re-read their myths to gather evidence in order to determine the theme of their story.
Lesson Focus: After completing the Evaluation of Myth 1, the teacher can repeat the previous 3 Lesson Focus’ with either a Second Myth, or a First Myth.
These lessons can be used over and over again with as many different myths as you need, based on the needs of your class.
Lesson Focus:
Lesson Focus: Comparing different myths to determine similarities.
Mini Lesson:
Model and Demonstrate how to Compare all 4 myths together, to come up with similarities only.
Student Activity:
On a T chart students will complete the side for similarities
Lesson Focus: Comparing different myths to determine differences.
Mini Lesson:
Model and Demonstrate how to Contrast all 4 myths together, to come up with differences only.
Student Activity:
On a T chart students will complete the side for differences
Lesson Focus: Determining the Author’s Purpose.
Mini Lesson:
Model how to determine the author’s purpose in creating this particular myth.
Why was the myth created?
What are the elements? Etc.
Student Activity:
Students will re-visit the myths that they have already read to determine the author’s purpose in creating them.
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
Text Structures and Features Graphic Organizer / Allow students to create podcasts (record) instead of jot notes to annotate / Offer choice of myths to read
Discovery Education Video Clip: Telling Tales: Narcissus and Understanding Genre / Provide sentence starters for discussion (Talk Moves) / Self-monitoring checklists for students to self-assess
Provide Translation for Text Features/or images / Allow different ways to respond to myths: speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video / Paired with peers for role-play activities
Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.)
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)