Читать книгу Giving Students a Say - Myron Dueck - Страница 38

Name: _________________ Block: _________________

In this unit, students will understand the following elements:

Knowledge Targets: I can define the following terms and use them in my analysis:

Anglo-Saxon archetype epic hero hero hero's journey

Reasoning/Skill Targets (check the box beside each row once you confirm your understanding): I can identify the role of the epic hero archetype, including its influence on character, plot, setting, theme, point of view, tone, and style. I can explain and classify the traits of the epic hero archetype and apply that knowledge to an analysis of characters in literary works across genres and formats. I can identify and explain the hero's journey as it appears in literature and film. I can evaluate the influence of historical context on the epic hero and the hero's journey. I can compare and evaluate oral, written, or viewed works from various eras and traditions. I can create and defend an argument for a character's heroic status. I can utilize research skills, word processing, and footnotes to create a product. I can identify kennings and alliteration in literary works as well as create my own.

Essential Questions: * How do heroes reflect the values of a particular culture? * How do archetypes influence how we perceive others?

A portion of this unit consists of reading various epic hero myths and comparing them to Beowulf. What is my academic goal for this unit?

Formative Assessments: Daily journals, group work, in-class work, discussions, reading quizzes Summative Assessments: Beowulf résumé, "Create an Epic Hero" project

Source: Courtesy Kari Straube. Used with permission.

To see other examples of secondary unit plans, visit my website (www.myrondueck.com).

Sydney Jensen, a 9th grade English teacher from Lincoln, Nebraska, contacted me to tell me about the impact of digitally sharing a unit plan on Shakespeare with her students, who logged in daily to view it. On printouts of the plan's learning targets, students highlighted objectives they believed they had become proficient in, using markers of different colors each week to self-assess their progress. They used Google Forms to report to Sydney, and she used the feedback to plan for the next week. She reported that at the end of the unit, students had achieved a proficiency rate of higher than 70 percent on every objective, and every student received a score of 80 percent or higher on the summative assessment of the unit. Summing up the experience, Sydney said, "I would not have believed that this would have such a huge impact if it had not happened to me."