ELA+11-12+Beowulf+Unit

UNIT: __Anglo-Saxon Period///Beowulf//__ TIME FRAME: __7-9 days (90 minute block periods)__ TEACHER/GR: __11-12__
 * ELA UNIT PLANNING **

Students will research Anglo-Saxon culture to aid in their understanding of elements and themes evident in //Beowulf//. Epic hero characteristics and text analysis will be represented through the creation of a character résumé. Students will read, interpret, and analyze //Bewoulf// and in doing so will make connections between life during the Anglo-Saxon era and their own life. 1. Performance Task 1: Students will complete a jigsaw reading of Anglo-Saxon cultural aspects gathered from www.regia.com. Pairs or small groups will participate in close reading of the section assigned to them. They must then present their information to the whole class using some form of cloud computing (Glogster, Google Presentation, Prezi, etc.) in a 1-2 minute formal presentation. 2. The teacher uses Smart Response to take students through a pre-assessment on literary and context terms that leads into a mini lecture on elements of the epic and characteristics of the epic hero. This task helps students to begin to make connections from their cultural research to the text specific elements. Students also view a [|timeline] of Anglo-Saxon influence. 3. Students will read //Beowulf// while completing tasks to help them analyze the text and plot elements. 4. Performance Task 2: Students will create an annotated résumé for Beowulf. 5. View animated version of //Beowulf// movie to compare/contrast and analyze director choices through written and oral discussion. ||
 * **Unit Summary and Rationale:** (Outlines the components of the unit and the reasoning for their inclusion):
 * The reading is housed in a [|Google site] to ensure students stay on the links the teacher finds most important for the class’s understanding of the period. The site also contains the evaluation component and a place to post the link to their presentation.
 * Students are encouraged to prepare note cards.
 * Listeners will complete Cornell notes from the presentations.
 * Audio with the text will help with reading comprehension and fluency
 * Study guide with analytical questions, story map (summarization), and active reading guide (key events) are formative assessment tasks to inform the teacher
 * Unit objective test on Anglo-Saxon///Beowulf//
 * Teacher guides students through understanding two types of résumés (functional and chronological) through [|lecture] and samples.
 * Students will learn how to adjust their point of view and audience for this creative, yet technical task in order to make the résumé authentic. [|Resource]
 * Students will use technology to produce this document with [|ReadWriteThink’s Résumé Generator].

Students will demonstrate independence. Students will value evidence. Students will build strong content knowledge. X Students will respond to the varying demands of audience, task, and discipline. Students will critique as well as comprehend. X Students will use technology and digital media strategically and capably. X Students will develop an understanding of other perspectives and cultures. ||
 * **Unit** **Connection College** **and Career Ready Descriptions:** Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.

Key Ideas and Details RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * **Unit Standards:** Teachers should list the standards to be addressed within the unit. ||
 * **Reading**
 * Literature __X__ Informational Text___**

Craft and Structure RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. || **Writing** Text Types and Purposes W.11-12.2. 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.

Production and Distribution of Writing W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge W.11-12.7. 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. W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. || **Speaking and Listening** Comprehension and Collaboration SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. 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. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. |||| **Language** Conventions of Standard English L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.6. 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. ||
 * ** Essential Questions: ** Essential questions center around major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the big ideas. They need to go beyond //who, what and where.// They need to lead to the //how// and //why.// |||||| ** Big Ideas: ** These are what students will discover as a result of instruction and learning activities. They are the main ideas of the learning, the conclusions, or the generalizations. Big Ideas should be open-ended and apply to more than one area of study. ||
 * What is a hero? |||||| Many concepts of what it means to be a hero exist, and some of our concepts of heroism are similar to those of the Anglo-Saxons. ||
 * How have our concepts of heroism changed over time? |||||| Languages change over time as influences such as cultural migration and people's usage of words changes to fit their needs. ||
 * Why do languages change over time? ||||||  ||
 * How can résumés be used for teens and young adults? ||||||  ||
 * ** Learning Targets ** : What should students be able to do by the end of the lesson?
 * Create an information presentation, with the use of visual aids, in a clear format.
 * Listen for main ideas and details to create Cornell Notes.
 * Explain how the historical context in which a work was written influences the work.
 * Describe elements of Old English that still remain in Modern English.
 * Analyze a character.
 * Evaluate qualities of a hero.
 * Write a résumé. ||  ||


 * **Learning Tasks:** Teachers list the various tasks students will engage in throughout the unit, include use of media/other forms of information. ||
 * **Reading Tasks**
 * Assimilate prior knowledge
 * Summarize
 * Reread for close reading
 * Infer
 * Analyze story/literary elements and text structures
 * Explain personal connections
 * Identify and interpret figurative language and literary devices
 * Create graphic organizers to assist to in listening and reading
 * Analyze author’s purpose || **Writing Tasks**
 * Create and complete graphic organizers
 * Develop a clear visual aid with use Standard English
 * Use text to support arguments
 * Write reflective responses
 * Compose compare/contrast responses
 * Edit student work (self and peers)
 * Write an effective functional résumé for a fictional character
 * || **Discussion Tasks**
 * Work in pairs/small groups to identify key ideas
 * Predict, infer, explain director choices in other versions/productions of the work || **Language/Vocabulary Tasks**
 * Complete a pre-assessment of literary and context terms; chart/copy unfamiliar terms/words
 * Learn headings in a résumé
 * Use parallelism in writing
 * Employ proper capitalization and spelling
 * Edit student work (self and peers) ||

*If you do not have assessments for this unit, they should be created before moving on to the lesson design* ||
 * ** Assessments: ** List types of assessments that will be used throughout the course of the unit.
 * ** DIAGNOSTIC ** || ** FORMATIVE ** || ** SUMMATIVE ** ||
 * * What Do You Know? Beowulf Pre-assessment on Smart Response || * Culture WebQuest Presentation
 * Culture WebQuest Cornell Notes
 * Journaling
 * Response Writing
 * Study Guide with text analysis
 * Story Map (summarizing, sketching, important lines)
 * Class Discussion/Questioning
 * Unit test (objective)
 * Beowulf résumé || * Unit test (objective)
 * Beowulf résumé ||

Teachers will list the genres/titles/resources for study and indicate text complexity: WebQuest with information from Regia Anglorum [|www.regia.com] Prentice Hall British Tradition //Beowulf// (no Lexile) Prentice Hall CD version Robert Zemeckis’s 2007 //Beowulf// || Culture jigsaw presentations should be completed in pairs or triads Audio reading along with silent reading Résumé assignment can be completed as individuals and or pairs ||
 * **Text(s) Selections/Resources** (generated by both teacher and student)
 * **Notes ( include accommodations/grouping/modifications):**

Unit plan created by Chandra Manning,NBCT English 12 Teacher Asheboro High School

Resources/Tools: Davis Co (Utah) Language Arts McTighe & Associates Resources ReadWriteThink.org Regia Anglorum: Anglo-Saxon, Viking, Norman, and British Living History