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StuartDent
TeachingCommunication
Dr.Sherry
November7,2010
UnitRationale
Rationale
FormyUnit,IamgoingtoteachTheHerosJourneyasitrelatestothebookWalkTwoMoons.Throughthisunit,studentswillbeintroducedtotheprocessthataherogoesthroughintheir
transitionfrominnocencetoexperience.IwillthenrelatethisprocesstothetrialsthatSalhastofacein
thesearchforhermotherinWalkTwoMoons. Inaddition,Iwillteachstudentsaboutthewriting
processandwhataproperessayshouldconsistof.Inaccomplishingallofthesetasks,Iwillbeableto
makesurethatallstudentstouchonawiderangeofstandardsthataddressreading,writing,and
speaking.
ThefirstreasonIbelievethatthisisagreatideaforalessonplanisthattheHerosJourneyisan
importantprocesstounderstandsinceitisseeninmanydifferentpiecesofliteratureandcanhelp
studentsoutwithunderstandingawidearrayoftexts.Ibelievethatallstudentsshouldhaveatleasta
lightgraspofJosephCampbellsstudyonthemonomythandAHeroWithaThousandFaces. Through
thisunit,IwillbeabletoincorporatesomeexcerptsfromCampbellandalsosomegraphicbreakdowns
ofwhattheyherosjourneyentails.
ThesecondreasonthatIchosethisasmyunitplanisthatfactthat WalkTwoMoonsisapretty
easybookforstudentstocomprehend,sotheywontbetoocaughtuponplottwistsandwillbemore
interestedinthedeeperthemes.Also,thisisamuchmoreapproachablebookthanepicpoemsthat
couldotherwisebeusedtoteachthesamelesson.Ithinkthatthisbookwouldworkperfectlyinan 8th
or9thgrade classroom.
InadditiontothestudyfromJosephCampbellandthebookbySharonCreech,Iplanon
incorporatingothertypesofmediatohelpthestudentsunderstandtheherosstruggleandtrytoget
themtoidentifytheHerosJourneyinothermediumssuchasfilmandmusic.Ithinkthatthiswillbea
funandintriguinglesson,andeachofthestudentswillwalkawaywithknowledgeofCampbellandthe
satisfactionofhavingunderstoodagoodbookonadeeplevel.
GuidingQuestions
Whatisahero?Whatqualitiesdotheyhave?
Howcantheherosjourneyrelatetothelifeofanadolescent?
CouldthejourneyofanadolescentrelatetothejourneyofsomeonelikeUlysses?
Whatisaformalessayandhowisitwritten?
GradingBreakdownforUnit:
25%=FinalEssay
25%=FinalExam
25%=HerosJourneydiagram
25%=Participation(includinginclassjournals)
Comment [1]: Rob,youveaddressed
ofthefacetsofourrubrichere:DIVERSIT
media,RELEVANCEtothediscipline,
ALIGNMENTwithstandards,andUNITYa
abreakdownofstagesJ
YourGuidingQuestionsbelow,address
RELEVANCEtothelifeofanadolescent,
somethingIthinkthisrationalecoulddo
toemphasizeafterall,oneoftheargum
forreadingYALiteraturelikeWalkTwoM
isthatitspeakstostudentsexperiences
thanepicpoetry(notonlyintermsoffor
butofcontent).
Comment [2]: Ithinkthepreviousque
doesabetterjobthanthisyes/noquesti
IseethisbeingappliedbelowtoSalsjou
Howmightyourelatethistostudentsliv
(RELEVANCE)?
Comment [3]: Anywaytoconnectthi
theherosjourney?(notthatitsnecessa
butsimplybecauseitmightprovideanot
wayofincreasingUNITY,makingtheUni
coherentandaccessible).Perhapstheh
away-homestructureissomewhatlike
Body,andConclusion?Toopen,explore,
closeaquestionorproblem?
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Day#1
Unit:WalkTwoMoonsandtheHerosJourney Lesson#1:Whatisahero&Journalintroduction
Time:50minutes
StandardsAddressed:
1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall
academicareas.
1.6.8.DContributetoDiscussions 1.1.8.GDemonstrateafterreading,understandingandinterpretationofbothfictionandnon-
fictiontexts,includingpublicdocuments
1.5.8.AWritewithasharpdistinctfocus.
Objectives:
1.Studentswillunderstandthejournalingprocessthatwilltakeplaceatthebeginningofclassin
ordertoensurethattheykeepupwiththeirjournalingthroughoutthelesson.(1.5.8.A)
2.StudentswillhaveabasicunderstandingofJosephCampbellsideaoftheMonomythin
ordertoapplyittoWalkTwoMoons.(1.2.8.A;1.1.8.G)
3.StudentswillstudytheHerosJourneydiagramandhaveabasicideaofwhatitisinorder
toapplyittotheclassconversationoftheirownwithstoriesoftheherosjourney.(1.6.8.D)
MaterialsNeeded:
WalkTwoMoons
Journals
HerosJourneydiagram
TechnologyUsed:
DryEraseBoard
DocumentCamera
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatalltimes.
LessonOutline:
1.Introduction:(10minutes)
A.StudentswillreceivetheirBlueBookthattheywilljournalinthroughouttheunit.
B.Duringa10minutefreewriteintheirjournals,,studentswillanswerthequestionWhatisa
hero?Whatmakesapersonahero?DoHeroshavetohavesuperpowers?Howcana
regularpersonbeheroic?
Comment [4]: DIVERSITYJ
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2.HerosJourney:(30minutes)
A.WriteWhatisaHeroonthedry-eraseboard.
1.Havethestudentsvolunteersomequalitiesandtheteacherwritesthemonthe
board.Studentscanaddsomeofthesequalitiestotheirjournalfromthebeginningof
class.
B.Handoutthegraphicorganizeroftheherosjourneyandputitonthedoc.Cam.
1.BrieflyexplainwhoJosephCampbellisandhistheoryofTheHerowithaThousand
Faces.Hownewstoriesfollowsimilarplotsetc 2.Lookatthedifferentstagesaheromustgothroughinordertobesuccessfulonthe
handout
3.Havestudentsvolunteerdifferentstoriesthattheyknowthatareaboutaheros
journey.Giveacoupleminutestothink.Iftheydontcomeupwithanything,seeif
theycanexplainwhy TheLionKing,HarryPotter,TheMatrix,etc. areHeros
Journeys.
4.Explainthatthissystemisgoingtobeimportantthroughoutthewholeunitandwill
beappliedtothereading.
C.HandoutWalkTwoMoonsnovelstoeachstudent.
1.Explainverybrieflywhatthisstoryisaboutandhowitisgoingtorelatetotheheros
journey.
2.Afterassigninghomework,starttoreadthenoveluntil theclassperiodends.
3.Closing:(10minutes)
A.Assignhomeworkandseeifthereareanyfurtherquestions.
B.BeginreadingWalkTwoMoonsuntiltheperiodisover.
KeyQuestions:
Whatisahero?
Whataresomeofthekeycharacteristicsofthejourneyonehastogoontobecomeahero?
Whataresomequalitiesofapersonwhoisnotahero?
Assessment:
FormativelyassessstudentsbywatchingtheinformationtheyvolunteerontheHerosjourney.
MakesuretheycanapplytheinformationfromtheHerosjourneydiagramtoastorytheyare
familiarwith.
Homework:
A.Finishreadinguptopage45.
B.Bepreparedtoanswerquestionsintomorrowsjournalaboutwhattheyarereading.
Comment [5]: Likethatyoutakeupth
journal,makingitseemworthwhileto
studentsJ
Willyouexplainthepurposeofthejourn
howitwillbegraded,respondedto,etc?
Comment [6]: Howmightyouconnec
tothepreviousactivity?(e.g.,Sothese
somequalitiesofaherodoesaperson
tobebornwiththesequalities?OrSo
aresomesimilaritiesamongthe
characteristicsofaheroclearlyacross
stories,heroesareinsomewayssimilar.
weregoingtotalkaboutanothersimilar
acrossstoriesrelatedtoheroes.
Comment [7]: Specificassessmenta
foravarietyofanswersthatstillshow
evidenceoflearningthisconceptJ
ALIGNedwithfinalassessmentJ
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TheHerosJourey
Borrowedfrom:
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Day#2
Unit:WalkTwoMoonsandTheHerosJourneyLesson#2:>pg46ofWalkTwoMoons&Odyssey
Time:50minutes
StandardsAddressed:
1.1.8.HDemonstratefluencyandcomprehensioninreading
1.3.8.AReadandunderstandworksofliterature
1.6.8.AListentoothers 1.6.8.DContributetodiscussions
1.6.8.EParticipateinsmallandlargegroupdiscussionsandpresentations.
Objectives:
Studentsshowunderstandingofhomeworkreadingassignmentbybeingabletodevelopa
textuallybasedopinionofourmaincharactersinthemorningjournal.(1.1.8.H;1.3.8.A)
StudentswilldemonstrateunderstandingofTheHerosJourneybyrelatingittoThe
Odysseyhandout.(1.1.8.H;1.3.8.A)
StudentswillworkasaclasstocomeupwithconnectionsbetweenTheOdysseyexcerptand
theideasofJosephCampbellthatwerediscussedyesterdayinordertogetcomfortable
connectingtheherosjourneytodifferentstories.(1.6.8.A;1.6.8.D;1.6.8.E)
MaterialsNeeded:
WalkTwoMoons
StudentsJournals
OdysseySynopsis(locatedattheendoftheunitplan)
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatalltimes.
LessonOutline:
1.Introduction(15Minutes)
A.StudentswilltakeouttheirBlueBooksandanswerthequestionWhatdoyouthinkofSal
sofar?WhataboutPhoebe?Whydoyouhavetheseopinions?
B.After10minutesofwriting,askWhatdoyouthinkofourtwomaincharacterssofar?Get
feedbackfromtheclassroomontheirinteractionwiththebooksofar.
2.OdysseyandHerosJourney:(25minutes)
A.HandoutthesynopsisofTheOdyssey.
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1.ExplainthesignificanceofTheOdyssey.Whyisitanimportanttexttousewiththe
HerosJourney?Whowroteit?When?
2.HavetheclasssilentlyreadtheexcerptandthinkabouthowUlyssesjourney
relatesbacktotheherosjourneyfromyesterdaysclass.
3.Astheclassreads,theyshouldtakenotesontheexcerptwiththeherosjourneyin
mind.Remindthemthatthisreadingcanbeusedasasourceinthefinalproject
dealingwithWalkTwoMoons.
3.Closure:(10minutes)
1.Assignthehomework
2.Getatleastthreeresponsetothequestionwhatdidyoulearntoday?About
TheOdyssey?Abouttheherosjourney?
3.Teacherreadstoclassfromtheassignedhomeworkunti ltheperiodisover.
Assessment:
Judgingfromtheanswersthatgroupsputforth,itcanbeassessedwhetherornottheywere
abletocomprehendtheexcerptandiftheywereabletorelateitbacktothestoryofUlysses.
Lookforstudentstobeabletospecificallyapplythestagesfromyesterdaysdiagramtotodays
reading .ClassshouldbeabletoapplythestagesofTheOdysseytoJosephCampbellsideas
withhighaccuracy.
Homework:
1.Finishreadinguptopage90.Stresstheimportanceofbeinguptodateonreadingsince
tomorrowwewillbereadingtogetherandneedtobeatthesamepoint.
2.Bepreparedtoanswerquestionsaboutthereadingintomorrowsjournal.
Comment [8]: Howmightyouhelpth
knowhowtodothis?Forinstance,youm
say,PleaseusethistomapUlyssesjourontotheherosjourneydiagramorWh
arethemainideasofthispiece?Whatov
argumentisitmaking?Howdoyouknow
Comment [9]: Whythree?
Comment [10]: JALIGNEDwithfinalassessmentJ
Comment [11]: Whatmadeyoudecid
reservethejournalingforin-classactiviti
ratherthanathome,whilereading?
Howelsemightyouhelpstudentsremai
accountableforreading(andalsohelpth
practicetheskillofactivereading)?
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Day#3
Unit:WalktwoMoons&HerosJourney Lesson:Readingpages90-120
Time:50minutes
StandardsAddressed:
1.1.8.HDemonstratefluencyandcomprehensioninreading
1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall academicareas.
1.3.8.AReadandunderstandworksofliterature.
Objectives:
Studentswillshowtheirabilitytoreadoutloudinabiggroupinordertoshowtheirprogression
towardsmeetingthePastandards.(1.1.8.H;1.2.8.A;1.3.8.A)
StudentswillshowtheircomprehensionofWalkTwoMoonsuptothispointbybeingableto
developopinionsintheirjournalsusingtextualevidencefrom WalkTwoMoons.(1.3.8.A)
Studentswillbeshownactivereadingtechniquesbylookinguptoughwords,usingcontext
clues,andreactingtorecentlyreadscenes.(1.1.8.H;1.3.8.A;1.2.8.A)
MaterialsNeeded:
WalkTwoMoons
Journals
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatall times.
LessonOutline:
1.Introduction-(10minutes)
A.StudentswillwriteintheirjournalstoanswerthequestionWhydoyouthinkthatSalis scaredofMargaret?HowwouldyoudescribetherelationshipbetweenSalandherfather?
2.GroupReading(35minutes)
A.Studentswillgettheirjournalsandbooksandmakeabigcircleinthemiddleofthe
classroom.AskWhatdowethinkofSalsofar?Isshealikeablecharacter?Isshebelievable?
Whatdetailsmakeacharacterbelievable?Havestudentsbegintoaddresswhyaperson
maybeanunreliablenarrator?Doadolescentslie?Doadolescentshidethings?
Comment [12]: J
Comment [13]: Howdoesthisrelate
previousactivity?
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C.Aftertheclasshashadtheopportunitytodiscusstheirfeelingsaboutournarrator,wewill
begintopopcornreadaroundthecircle.Nostudentsshouldbecalledontwiceuntilevery
studenthasreadandeveryoneshouldtakeonatleasttwofullparagraphs.
1.Stopatwordsthatmaybedifficultandaskforadefinition.Ifnooneknows,lookit
uporusecontextualclues.Dothistoteachactivereading.
2.Stopatbigturningpointsinthenovel.Havestudentsreflectonwhatjusttookplace
tomakesuretheyareactivelypayingattentionwhilereading.Thiswilldevelopmore
skillfulreaders.
D.Somekeyquestionsforduringthereading:
1.Whodoyouthinkthelunaticis?
2.WhatdoyouthinkhashappenedwithSalsmom?WhyisSaldescribedastryingto
catchfishintheair?(115)
3.Closing(5minutes)
A.Assignthehomeworkreadingandmakestudentsawareofthefollowingjournalquestion.
B.Callonthreedifferentstudents.AskforuniqueresponsestoWhatmorehavewelearned
aboutSalsstorytodayinourreading?
Homework:
Readtopage176.
Bepreparedtoansweraquestionintomorrowsjournalonthehomeworkreading.
KeepthinkingofthedifferentstagesofHerosJourneyasyouread.Takenotestohelpyouwith
yourupcomingwritingassignment.
Assessment:
Watchandlistentoeachstudentastheyreadaloud.Checkforstudentsfluencyastheyread,
theirabilitytosoundoutharderwords.Seeiftheyareabletousecontextcluestofigureout
words.Seeiftheyactivelyparticipateinthebookastheyreadit(respondtointerestingscenes,
developopinionsaboutcharacters,pictureeventswiththeirimaginations)
Comment [14]: Yesmodelingthekitechniquestheymightusewhilereading
independentlyJ
UNITY
Comment [15]: Likehowthiscreates
accountabilitytheymaynotknowwhat
youllask,sotheyhavetobepreparedJ
Consideratwo-columnreadingjournals
tohelpstudentsselectandrespondtote
evidenceastheyread?
Comment [16]: Willyoucheckforthi
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Day#4
Unit:WalktwoMoons&HerosJourney Lesson:>pg176andEssayWorkshop#1
Time:50minutes
StandardsAddressed:
1.4.8.BWritemulti-paragraphinformationalpieces(e.g.,letters,descriptions,reports,
instructions,essays,articles,interviews.
1.5.8.AWritewithasharpdistinctfocus
1.5.8.CWritewithcontrolledand/orsubtleorganization
1.6.8.DContributetodiscussion
Objectives:
Studentswillagainjournalabouttheirreadingfromthenightbeforeinordertomakesurethey
areunderstandingthereadinganddevelopingopinionsaboutthecharacters.(1.5.8.A;1.5.8.C)
Studentswillfullyunderstandtheimportanceofaudienceinaformalessayinordertobebetter
preparedtowritetheirsummativeessay.(1.4.8 .B;1.5.8.C;1.5.8.A)
Studentswillfullyunderstandwhatfocusisandwhyitisimportantinordertobebetter
preparedtowritetheirsummativeessay.(1.5.8.A;1.4.8 .B;1.5.8.C)
MaterialsNeeded:
WalkTwoMoons
Loose-leafpaper
RubricforEssay
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfollowedatal ltimes.
LessonOutline:
1.Introduction:(15minutes)
A.StudentswillwriteintheirjournalstoanswerthequestionWhyisSalTellingPhoebesstory? Whatmakesiteasytotalkaboutafriendstrials?
B.After10minutesofwriting,wewilldiscusstheanswertothequestionasaclass.Also,ask
Arethereanyquestionsaboutthebooksofar?Anythingyouneedclearedup?
2.WritingWorkshop#1:(30minutes)
A.Introducethewritingassignmentthatwillbedueonthelastdayoftheunit.
1.Handouttherubricsfortheassignmenttoeverystudent.
2.RemindthemtokeeptheinformationofTheHerosJourneywiththemasthey
read.
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B.Whatisaformalessay?
1.Makesureeveryoneistakingnotesontheideas inthislesson.
2.Havestudentsgetintopairsanddiscusswhattheythinkaformalessayis.Whatis
thedifferencebetweenaformalessayandthejournalingthatisdoneinthe
beginningofclass?WhatmakesapieceofwritingaFormalEssay
3.After10minutes,writeFormalEssayontheboard.Takeinputfromeachgroupand
write it ontheboardtoformulatewhataformalessayis.
C.MakesurethestudentstouchonAudience! 1.Iftheydonotcomeupwithitthemselves,askpromptingquestionssuchas,Howis
alettertoafrienddifferentthanalettertothegovernor?Whydoyoutalktoyou
momdifferentthanyourbusdriver?
2.DiscussAudienceandhowthepersonwearewritingforeffectshowwewrite.Also,
stresstheimportanceofkeepingaudienceinmindineverythingthatwewrite.
D.MakesuretheideaofFocusisbroughtup.
1.Talkabouttheimportanceofafocusandtheideaofathesisstatement.Makesure
thattheyknowtheentireessayshouldcontributetothatfocus.
2.forarealworldexample,i.e.Ifyouweretryingtoconvinceyourguardiantoletyou
stayoutlater,howwouldyoudecidewhattosaywhatnottosay ?Wouldyougo
offonlongtangents?
3.Closing:(5mnitues)
A.Studentsshouldalltakeoutapieceofpaperandanswereachofthefollowingquestionsin
1-2sentences
1.Whatisaformalessay?
2.Whatisapapersfocus?
3.Whyisaudienceimportant?
D. Readuntil theperiodends.
Homework:
Readtopage216inWalkTwoMoons.
Bereadytohandjournalsinforcheckingattheendoftomorrowsclass.Thesejournalswillbe
gradedoncompletenessandtextuallybasedopinions.(Participationgrade)
Assessment:
Studentswillbeassessedontheirabilitytoapplytheconceptsofaudienceandfocustotheirownexperiences.Theyshouldbeabletoproduceatleast5reasonswhyknowingyour
audienceisimportantand5reasonswhyawritersfocusisimportant.
Comment [17]: Likethatyouhave
studentsdothistogivethemasensetha
theyhaveinput,arealreadyknowledgea
onthistopic(RELEVANCE)J
Alsohelpsyouassesswhattheyalready
J
Considergivingthemtherubricafterthis
activity,sotheycanseehowtheirideas
reflectedinthecategories/criteria?
Comment [18]: Familymemberisa
anacceptablealternativetoparent
Comment [19]: LovetheseRELEVANT
examplesJ
Comment [20]: Thisshouldmakefor
excellentassessmentofthisactivityJ
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Due:LastdayofUnit. Name:_______________________
FormalEssay
Throughoutthisunit,wewilldiscussWalkTwoMoons,theherosjourney,andsome
informationabouthowtowriteaclearandeffectiveessay.Thisessaywillbeacumulationofallofthat
information.
Yourassignmentistowriteapaperthatmeetstherequirementsoftherubricbelowand
answersthequestionHowisSalsjourneyrelatedtotheherosjourney?Feelfreetousetheothertextswetalkedaboutduringclassinyouressay.
Criteria 4 3 2 1
Length/
Requirements
Theessayisat
least3pages
andhasused3
sources
Theessayisat
least3pages
anduses2
sources
Theessayis
barely3pages
anduses2
sources
Theessayis1-
2pagesand
uses1source
Readability
Theessayhas
noerrorsand
flowssmoothly
withgreat
organization
Theessayhas
fewerrorswith
good
organization
Theessayhas
errorsthat
distractfrom
itsmeaning
and
organizationis
lacking
Theessayhas
manyerrors
andlacks
organization.
Argument
Theessayhas
agreat
argumentwith
pointsthatare
backedupwith
factual
evidence
Theessays
argumentis
goodwith
frequent
evidenceto
backupclaims
Theessays
argumentis
weakwithjust
afewpoints
backedupwith
textual
evidence
Theessay
makesno
argumentand
usesno
evidencefrom
thebook.
Proper
Citations
Allquotations
andcitedin
thetextand
theworkcited
pageis
complete.Both
followtheMLA
standards
perfectly
Allquotations
werecitedin
thetextand
workcited
pageis
completewith
1-2errorsin
MLSstyle
Most
quotationsare
citedinthe
textandthe
workcited
pagehas3-4
errorsinMLA
style.
Someofthe
quotesare
citedinthe
textandthe
workcited
pageislacking
muchofthe
MLAformat.
Comment [21]: Likethatyouinclude
rightafterthelessoninwhichyouintrod
CONVENTIONSJ
Comment [22]: Ilikethatyouspellou
bothquantitativeandqualitativecriteria
thisrubricthatALIGNwithyourunitgoa
Howmightyouincorporateaudienceand
focus?
Whatmadeyoudecidetoinclude
organizationwithmechanicsunder
readability?
Inoticethatastudentcouldwritea3pa
paperwithpropercitationsandpassthe
assignment,evenifthatpaperwas
unreadableandhadnoargument.Perhafoldcitationsintorequirements?
Insteadofgreat,good,andweak,w
criteriamightyouusethatwouldbemor
illustrative(knowingthatyoullstillhave
explain,model,andpracticethemwith
students)?Perhapsdebatable?Coher
Thorough?Relevant?
Comment [23]: Hereyouintroduce
quantity(thoughitsnotpresentinthe4
description):ishowitsbackedupimpo
toyou(aswellashowmanyquotesareu
Forinstance,shouldthequotesgotoget
makeacoherentargument?
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Day#5
Unit:WalktwoMoons&HerosJourney Lesson:WalkTwoMoons>216&EssayWorkshop#2
Time:50minutes
StandardsAddressed:
1.3.8.AReadandunderstandworksofliterature.
1.4.8.BWritemulti-paragraphinformationalpieces.1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.
1.5.8.CWritewithcontrolledand/orsubtleorganization.
Objectives:
StudentswillshowcomprehensionofWalkTwoMoonsuptothispointbybeingabletojournal
aboutthemaincharactersactions.(1.3.8.A)
Studentswillbeabletorecalltheinformationfromthelastlessononfocusandaudiencein
ordertoshowretentionofthelastlesson.(1.4.8.B;1.5.8.C;1.5.8.B)
Studentswillshowtheircomprehensionatleast3differentstylesofpre-writingbybeingableto
explainwhattheyareandwhattheyhelptheauthordo.(1.5.8.C;1.5.8.B;1.4.8.B)
MaterialsNeeded:
WalkTwoMoons
Journals
Prewritinghandout
TechnologyUsed:
DocumentCamera
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatalltimes.
LessonOutline:
1.Introduction(15minutes)
A.Intheirjournals,havestudentswritetheiranswertoWhyisSaltellingPhoebesStory?
Whatmakesiteasytotalkaboutafriendstrials?
B.ClassdiscussionaboutWhyisSaltellingPhoebesstory?StudentsshouldmentionthatSal
istellingusaboutherselfthroughherfriendsbecauseitiseasiertotalkaboutafriendthan
yourself.
2.WritingWorkshop#2(25minutes)
Comment [24]: Howmightyourelate
toaudienceandfocus?
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A.Startbyreintroducingfocusandaudiencetomakesurethestudentshaveretainedthe
informationtheyweregiveninthepreviousclass.Thiswouldbeaclassdiscussion.
B.Talkaboutthewritingprocess.Stresstheimportanceofhowastudentwrites,notjustwhat
theywrite.Thesefollowingquestionsshouldgetthestudentstothinkabouttheirwriting
process.
1.Askhowtheygoaboutwritingessays.Dotheymakegraphs,free-writes,etc?
2.Wheredotheydotheirwriting?Whattimeofday,isitathome,onthebus,etc.
C.Studentsingroupsoftwoshouldworktogetherandcomeupwithalistofwaysthat
theyhavedoneprewritinginthepast.
1.Havestudentssharethedifferentwaysthattheyhavebeenintroducedto.Stress
thattheyshouldbeformulatingideasanddecidingifatopicisgoingtoworkduringthis
phase.
2.HandoutPrewritingTechniquessheettotheclasswhiletheyarediscussing.
3.Whiletheclassislookingatthepre-writinghandout,havethemthinkofthe
differentreasonswhyweshouldpre-write.Makesurethislisthasselecting
evidencetouse,arrangingevidence,figuringoutaudience,anddevelopingideasare
allmentioned
D.HavePrewritingTechniquessheetontheDoc.Cam.Sothatasstudentsgiveexamples,we
cangoovermoreindepthexactlywhattheyareandhoweachtypeofprewritingworks.Iftheirtypeofprewritingisnotonthedocument,havethemexplainittotheclass.Have
studentstakenotesontheirprewritinghandoutwhilewediscuss
3.Closure(10minutes)
A.Assignthereadingfortonight.RemindstudentsthatwearelookingfortheHerosJourneyin
Salsstoryforthefinalessayandproject.
B.Collectjournalsfromtheclasstochecktheworktheyhavedoneinthemthisweek.
C.Callondifferentstudentstovolunteerinformationbeforetheclasscanbedismissed.
1.Askfor3differentreasonswhywedopre-writes.
2.Askfortheirfavoritestyleofprewritingandwhyisittheirfavorite?Whatdoesit
helpthemdo?
Homework:
FinishreadingWalkTwoMoons.
Assessment:
Eachstudentwillbeassessedonwhattheyhaveputintotheirjournalsofar.Theywillbeable
toget20pointsperdayforjournalsthatshowthatthestudentsaredevelopingopinionsofthe
bookthroughtextualbasedevidenceandwritingatleast1bluebookpageeveryclass.Shorter
journalsthatdonthavetextualreasonsforclaimswillnotreceivefullpoints.
Comment [25]: Lovethatyouaskstu
toconsiderthisaspectoftheirprocesses
Comment [26]: Sometimesyouhave
everyonewrite,andsometimesjustcall
few.Whythisvariation?
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Name:____________________________
Handout:Pre-WritingTechniquesborrowedfrom
Manypeoplebelievethatgoodwritingcomesfromsomesituationslikethosedescribed
inthefollowingbriefdramaticscene:
Setting:Adarkstudy,litonlybytheflameofaflickeringcandle.YoungWillShak-spersits,quillinhand,staringblanklyintospace.
Will:(Thinkingoutloud)WhycantIthinkofanythingtowrite?
Humanityissuchahugetopic.Hmmm.whereshallIdinetonight?I
wonderifthatshrewishKateismadatme,shessowait,aha!Ihaveit.
(dipshisquillandwrites)
Twohouseholds,bothalikeindignity
InfairVerona,wherewelayourscene.
Believinginstoriesliketheoneaboveisthefirstsuresteptowritersblock,whichis
simplyanotherwayofsayingthinkingtoohard.Infact,veryfew(ifany)writers
actuallywritelikethis(Shakespeareincluded).Writingbeginswiththeprocessof
compilinginformation,evidence,andsketchyideas.
Thenextstepinthewritingprocessistotakethatinformationandbegintoformitinto
connections,arguments,andmorepolishedprosethatwillleadyouintothedraftingprocess.Wemightcallthistheinventionstage.Notwowritersdothisthesameway,
sohereisalistofvariousstrategiesforgettingyourideasdownonpaper:
DirectedFreeWriting
Tofreewriteistoletyourmindgoandwritespontaneously,oftenforasetamountof
time.Theprocessofjustwritinginastreamofconsciousnesscanoftenfreeup
thoughtsandideasaboutwhichwearentevenfullyconscious,orthatwehavent
articulatedtoourselves.Indirectedfreewriting,youfocusonatopic,andletwhatyou
thinkandknowaboutthetopicflowoutinafocusedstreamofideas.Asafirststepin
theinventionstage,youmightsitdownwithapaperassignmentandwritecontinuously
forfifteenminutes.
Yourwordsmaynotcomequicklyatfirst,butstickwithitandforceyourselftotryto
writeforthosefifteenminutes,youmightbesurprisedwithwhatcomesoutyoumightgeneratequestionswhoseanswershelpleadyoutoanargumentornewsetofideas.
Evenifyouonlycomeupwithonesolidideainthosefifteenminutes,youhave
succeededinfreeingupyourthinking,which(asthenamemightsuggest!)isthepoint
offreewriting.Asasecondstep,youmighttakethatideaandwritemoreaboutit,or
shifttoanotherstrategytocontinuetheinventionprocess(or,perhapsstartdraftingyour
essay,dependingonhowwelldevelopedthisideais).
Listing
Comment [27]: Likethisanecdoteto
introducethisimportantideaJ
Howmightyoulaythisoutonthepaget
makeitmoreaccessible?Useheadings?
Indent?Pictures/Clipart?CRAPprinciple
(CONTRAST,REPETITION,ALIGNMENT,
PROXIMITY)?
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Somewritersfindithelpfultomakelistsoftheirideas,breakingsignificantideasinto
sublistsandseeingwheretheylead.Thisstrategycanbeapproachedasaformoffree
writingifyoutrytoletyourmindgoandjotdownwordsandphrasesthatarerelated.
Youcancreatelistsbypullingrelatedideasoutofyournotesoryourreadings.A
caution:Thelinearnatureoflistscansometimesleadyoutoplanningthestructureof
yourpaperprematurely.Trytouselistsasawayofbrainstorming,thenyoucanmake
anotherlisttohelpwithstructure.
Outlining
Outlinesaremorestructuredversionsoflists,groupingideasinahierarchicalorder(I.,
A.,1,,a.,etc.)withmainpointsbrokenintosubordinatepoints,andsometimes
indicatingevidenceinsupportofthesepoints.Youmightuseoutlinesasafirststagein
generatingideasduringyourinventionprocess,oryoucanuseoutlinesasasecondstep
ininvention:afterfreewritingand/orlisting,youmightrefineandbuildonyourideasby
puttingtheminanoutlineforaworkablestructureinwhichtodiscusstheideasyouve
brainstormed.
ClusteringandBranching
Thesetwomethodsofinventionaremorevisual,nonlinearversionsoflistingand
outlining.Withbothclusteringandbranching,youcanstartwithanassignmentsmain
topic(orwithanideageneratedinfreewriting)andyoubrainstormrelatedideasthat
flowfromthatmainidea.Clusteringinvolveswritinganideainthemiddleofapageandcirclingit.Thendrawlinesleadingfromthatcircleorbubbletonewbubbleswhere
youwritedifferentsubtopicsofthatcentralidea.Pickingthesubtopicsthatinterestyou
most,drawlinesleadingtomorebubbleswhereinyounoteimportantaspectsofthe
subtopics.
Branchingfollowsthesameprinciple,butinsteadofplacingideasinbubbles,
writethemonlinesthatbranchoffintootherlines,containingtherelatedsubtopicsof
yourlargertopic.
Thistechniquecanbehelpfulbecauseitallowsyoutofreelyexploreideasand
cangiveyouvisualevidenceofyourinterestsandknowledge:themorebranchesor
bubblesyouhavealongonelineofideas,themorecompetenceorinterestyoulikely
haveinthatidea.
DraftingDraftingisthenextstepintheprocessofwriting,butitcanalsobeeffectivein
invention.Ifyouhaveagoodideaofwhatyouwanttowriteabout,sitdownandbegintodraft.
Youmightendupdeletingallofwhatyouwriteatfirst,savingonlyonesentence.But
thisstillallowsyoutogetyourideasdownonpaperandcanleadyoutofurther
investigation.
Remember,nothingcomesfromnothing,writingisnotsimplywhatonedoesthenight
beforeturninginanessay.Youshouldwriteateverystageoftheprocess!
Comment [28]: Illustratesomeofthe
withexamples?
Comment [29]: SuchanimportantlesJ
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Day#6
Unit:WalktwoMoons&HerosJourney Lesson:WalkTwoMoons&EssayWorkshop#3
Time:50minutes
StandardsAddressed:
1.3.8.AReadandunderstandworksofliterature.
1.4.8.BWritemulti-paragraphinformationalpieces.1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.
1.5.8.CWritewithcontrolledand/orsubtleorganization.
1.8.8.COrganize,summarize,andpresentthemainideasforresearch.
-Givepreciseformalcreditforothersideas,images,orinformationusingastandard
methodofdocumentation.
Objectives:
StudentswilldemonstrateanunderstandingofWalkTwomoonsbybeingabletodiscussthe
novelduringtheclassroomconversation.(1.3.8.A)
Studentswillbeabletomakeaworkcitedpage,followingalloftheMLAguidelinesinorderto
prepareforthefinalessayassignment.(1.8.8.C)
Studentswillunderstandtheimportanceoftransitionsinwritingandbeabletousethemto
makeexamplesentencesflowtogether.(1.5.8.C;1.4.8.B)
Studentswillunderstandtheimportanceofrevisingapaper,checkingtomakesureideasare
coherentandthattheywroteexactlywhattheiropinionwas.(1.5.8.B;1.4.8.B)
MaterialsNeeded:
TransitionsWorksheet
WalkTwoMoons
LooseLeafPaper
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatalltimes.
LessonOutline:
1.Introduction(20minutes)
Comment [30]: Specify:understandw
How?
Comment [31]: Lovehowyouveused
ordertotoremindyouandstudentsof
theseobjectivesmatterJ
ALIGNMENT/RELEVANCE
AndIlikethatyoulinktheseobjectivest
standardsinparensJALIGNMENT
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A.Givestudentsbackthejournalsthatwerehandedinduringthelastclass.
B.for5minutes,havethemanswerthequestionsWhatdoyouthinkofSalsstory?Canyou
understandwhySalwentonthetripwithhergrandparents?Whydoyouthinkshefelt
obligatedtogo?
C.Oncestudentshavefinishedwriting;startadiscussionaboutthebookasawhole.Asking
thesetypesofquestionstoprobeconversation
1.Didyoulikethestory?Whyorwhynot?
2.WereyouabletofigureoutwhatwasgoingonwithSalaheadoftime?Ifso,How?Ifnot,doyouseesometextualcluesthatcouldhavehelpedyoureachthe
correctconclusion?
3.CanyouthinkofawordtodescribeSal?Whatmadeyouselectthisword?
2.EssayWorkshop(25minutes)
A.AskstudentsWhataretransitions?Trytogetthemtovolunteerspecificexamplesof
transitionwordsthattheyseeindifferentessays,speeches,books,etc.
1.Havetheclasscompilealistofdifferenttransitionalwords.Comeupwithasmany
asyoucanin5minutes.
2.Handoutthetransitionworksheet.Havethestudentsworkbythemselvesto
completetheactivity.
3.Askforstudentstopopcornreadthepassageinsertingthetransitionwordthattheyhaveselected.
B.Revising:
1.Askthestudentshowlongtheynormallyspendeditingandrevisingtheirpapers
aftertheythinkthattheirfirstdraftiscomplete?Whathappensduringthisprocess?
2.Explaintothestudentsthattherevisingprocesshasbeengoingonthroughouttheir
writingastheyhavereworkedideas,changedwords,andrewrotesentencesduring
mostoftheirwritingsessions.
3.Whatshouldhappenduringrevising?Startbybringingupsomeofthegoodideas
thathavebeenalreadysaidbythestudents.Elaborateonsomeoftheseideas.Make
surethattheyhavetouchedon
a.makingsuretheyhavewrittenisexactlywhattheymeanttosay.
b.makesuretheyhavenotwrittenanythingthattheydonotagreewith.Stressthatwearereallyinterestedinwhattheyhavetosay
andnottojusttakeonthevoicetheythinkateacherwantstohear.
c.makesurethattheirsentencesallflowandthetheirparagraphsare
allsentencesfollowingthesameideas.
C.Editing
1.Whatisthedifferencebetweenrevisingandediting?Explainthateditingshouldbe
donetomakesurethattherearenosmallerrors(spelling,commas,capitalization,
etc.),whereasrevisinghastodowiththeoverallmessageofthepaper.
Comment [32]: Howmightyourelate
workshoptothepreviousactivity?(This
beaquestiontoposeacrosslessons).On
waytothinkaboutthismightbetouset
textitself(orsupportingmaterialsabout
texttheremustbesomeessaysaboutW
TwoMoons)asmentor:howmightweim
whatotherauthorsdoatthispointinth
tolearnhowtoimproveourownwriting
Anothertackistolinkbyapplyatechniqideatothatmomentofthetext(e.g.,pra
thisstrategyinyourjournalsasyouaddr
thisquestion)
Athirdpossibility:relatetheideaof
transitiontoherosjourneyitself?
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2.Explainthateditinghasalsobeengoingonthroughouttheirwritingprocessand
shouldntnecessarilybethoughtofasaseparateentity.
D.Collectthetransitionsheetstobegradedforparticipation.Studentswillneedto
complete80%ofthetransitionsinordertogetfullpoints.
3.Closure(5minutes):
A. Howthisall ties in
1.Thestudentsshouldknowthateverythingtheyhavelearnedintheiressayworkshops
isgoingtohelpthemwritingacoherentpaperfortheirfinalproject.
2.Encourageeveryonetokeeptheirsheets(oncetheyarehandedback)andnotesto
makesuretheyrememberwhattheylearned.
B.Assignhomeworkforthenight.
Homework:
WritethefirstcoupleparagraphsofyouressaycomparingSalsjourneytotheHerosjourney.
Trytothinkofthetopicsfortheparagraphsthatwerentwrittenyetsowecanseethedirectionthatthepaperisgoingtotake.Remembertochecktherubric!!!
Assessment:
Studentswillbeassessedontheirabilitytousetransitionsthroughtheirinclasswork-
sheets.Anystudentwhowasabletofillin80%ofthetransitionswillgetfullcreditfor
participation.
Comment [33]: Andpracticeskillsfro
writersworkshop?
Sometimesessaysdontgetwrittenfrom
beginningtoend;howmightyouhelp
studentslearnthis?
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Name: _____________________
Transition Worksheet
Fillinthestorybelowwithdifferenttransitions.Dontusethesametransitionwordtwice!
For many years, human beings and business have been polluting the air and
water around us. _______________, the world has become a very polluted
place, and global warming threatens our ability to survive on this planet.
_______________, we can still change this and protect our future.
_______________ we have already polluted the earth too much, there are
several things that we can do to stop global warming.
First, it is important to recycle the things that we use. _______________
recycling requires our time and energy, it is necessary to save the earths
resources. In addition, we should drive more environmentally-friendly
vehicles. Many larger cars and trucks cause a lot of pollution;
_______________, driving smaller, more efficient cars can help reduce
pollution and stop global warming. Finally, we should ask our government
representatives to pass laws that force businesses to stop polluting. Many
businesses find it cheaper to pollute than to take care of the environment.
_______________, the biggest kind of pollution can be called industrial
pollution.
Pollution is caused by both people and businesses. _______________, it is
important that everyone works together to make our environment a better,
healthier place. _______________ global warming is a very real and
dangerous threat to life on this planet, we can still save the earth and
provide a safe and happy future for our children and grandchildren.
Borrowedfrom:
Comment [34]: Likehowthisgetsata
ofsubstantivetransitionwordsformakin
turnsinarguments(likebutandso
whataboutsimpleoneslikeNextand
Then?
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Day#7
Unit:WalktwoMoons&HerosJourneyLesson: WorkCited&HerosJourneyDiagram
Time:50minutes
StandardsAddressed:
1.1.8.BIdentifyandusecommonorganizationalstructuresandgraphicfeaturestocomprehendinformation.
1.8.8.COrganize,summarize,andpresentthemainideasforresearch.
-Givepreciseformalcreditforothersideas,images,orinformationusingastandard
methodofdocumentation.
1.3.8.AReadandunderstandworksofliterature.
1.4.8.BWritemulti-paragraphinformationalpieces.
Objectives:
Studentswillshowanunderstandingofhowtomakeaworkcitedbyputtingabooksource
intotheproperMLAform.(1.8.8.C;1.4.8.B)
StudentswillbeabletotaketheinformationfromanovelandputitintoproperMLAformasit
wouldgoontoaWorkCitedPage.(1.8.8.C;1.4.8.B)
Studentswillknowwheretheycangetworkscitedguideswithintheclassroomandonthe
internetinordertohelpthemwithwritingtheiressays.(1.4.8.B;1.8.8.C)
StudentswillshowtheircomprehensionoftheHerosJourneybyrelatingittoSalsstory
throughthegraphicdepictionofthejourneyhandout.(1.1.8.B;1.3.8.A)
Technologyused:
Computer
Projector
doc.Camera
MaterialsNeeded:
WalkTwoMoons
Blankpaperforherosjourneyreconstruction
Colorpencils,markerstohelpwithpicturerepresentationsofSalondiagram
ExamplesofMLAguidesinclassroom
Websitesthatstudentscanusetofindouthowtocitesomethingcorrectly.
RubricforTheHerosJourneydiagramproject.
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DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfollowedatall times.
LessonOutline:
1. Introduction(5minutes)A. Asktheclass,whatisplagiarism?Howwouldyoufeelifyoucameupwithagreat
discovery,andsomeoneclaimeditastheirown?
B. Plagiarismisthesameasstealingsomethingfromsomeone.(Mentiontheschoolsdisciplinaryresponsetoplagiarism.)
2. WorkCited(25minutes)A. Howdoweavoidplagiarisminourwriting?Quickoverviewofthelesson.
i. In-textcitations.ii. Aworkcitedpage
B. Whatisanin-textcitation?Giveacoupleexamplesofwhatanin-textcitationlookslike.
i. Whendoweuseanin-textcitation?Stressthatitisforbothforadirectquoteandasummarizedsection.
ii. Theformatofanin-textcitation.Makingsuretocitetheauthor,andpagenumber,andthenleavingouttheauthorsnameafteritisestablished
C. WorkCitedpage.i. Acompilationofallofthesourcesthatwereusedthroughouttheessay.ii. Mustbealphabeticalwitheverylineafterthefirstlineofacitationindented.iii. Showthewaythatbooksarecited.Usenovelsasanexamplesinceitisgoingto
applytotheirproject.Giveexamplesandbreakthemdownstepbystepof
wheretheinformationwasgatheredfromandthepunctuationused.
i.e.(Golding,William.LordoftheFlies.London:FaberandFaber,1954.)
D. Wheredowefindthisinformation?i. ExplainthatyouarenotgoingtohavetomemorizealloftheMLArules.
Instead,itisimportantthatthestudentsknowwheretogetMLSsourceswithin
theclassroom(bookshelf)andonlineatreputablecitessuchashttp://www.library.cornell.edu/resrch/citmanage/mla#mla.Showthissiteon
projection.
E. CiteWalkTwoMoons.HaveeachstudentmakeaMLAcitationforWalkTwoMoons.Theywillwritethiscitationonapieceofpaperwiththeirnamesandhanditintobe
checked.
3. HerosJourney&Sal(15minutes)Comment [35]: ALIGNedwithyourru
J
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A. Showtheherosjourneydiagramagainonthedoc.Cam.forarefresher.Eachstudentisgoingtogetablanksheetofpapertorecreatethisdiagramandfillitinwith
thedifferentstagesofSalsadventureastheyapplytotheherosjourney.
B. Usingtheirbooks,notes,andjournals,studentscannowgobackandfigureoutwhenandifSalwentthroughthestagesoftheherosjourney.Thisshouldbedone
individually.
C. Aftereachstudenthasfiguredoutwhenandifthedifferentstagesoftheherosjourneyweremet,theywillbegintofillinthedifferentstagesandalsomakeavisualrepresentationtogowitheachstage.
D. Thisprojectwillbedueonday#9,andwillbeworkedonagaintomorrowinclass.
Homework:Havethestudentswritethenextcoupleparagraphsoftheiressay.Alloftheirmainpoints
shouldhavebeenaddressedbythispointandallthatislefttodoisrevisingandediting.
Assessment:
AllofthestudentswillbeassessedontheirabilitytouseMLAcitationbythepaperthat
theyhandinwithWalkTwoMoonscited.
Allstudentswillbeassessedontheirabilitytoworkindependentlybyshowingthatthey
canstayontaskandstarttocreatetheherosjourneydiagram.
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Name:_____________________________
Due:Day#9
TheHerosJourneyProject
Foroveraweeknow,wehavebeendiscussingsimilaritiesbetweenthejourneythatSalisgoing
onandtheonethatJosephCampbelldescribesasTheHerosJourney.Inthisproject,youwillbe
expectedtorecreateagraphicrepresentationofTheHerosJourneyliketheonewewereintroducedtointhefirstlesson,butwiththedifferentstagesthatSalwentthroughin WalkTwoMoons.Your
graphicrepresentationofSalsjourneywillbegradedusingtherubricbelow.
Criteria 4 3 2 1
Usesthedifferent
stagesofThe
HerosJourney
Atleast11ofthe
12stagesofThe
HerosJourney
represented.
9-10stagesof
TheHeros
Journey
represented.
7-8stagesofThe
HerosJourney
represented.
Lessthan7stages
ofTheHeros
Journey
represented.
Usesthenovel Everystagehasa
verydetailed
descriptionofexactlywhereit
tookplaceinthe
story.
Everystagepoints
toasectionofthe
bookbutmorethan1lackreal
description.
Only1or2stages
lackdetailpointing
toaspecificpartofthenovel.Not
verydetailed.
Manyofthe
stageslackenough
detailtopointittoaspecificpartof
thebook.
Creativity Usessometypeof
created
representationor
picturethatshows
creativityatevery
stageofSals
adventure.
Usesapictureat
everystageto
representSals
journeybutlacks
creativity.
Usesapicture
representationat
onlysomeofthe
stagesofthe
herosjourney.
Manystages
withoutapicture
representationof
Salspointinthe
journey.
Comment [36]: Whatwouldbegaine
lostbyhavingstudentsusequotesforth
Havingitduebeforetheessayasscaffold
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Day#8
Unit:WalktwoMoons&HerosJourneyLesson: HerosJourneydiagramsandessays
Time:50minutes
StandardsAddressed:
1.1.8.BIdentifyandusecommonorganizationalstructuresandgraphicfeaturestocomprehend
information.
1.3.8.AReadandunderstandworksofliterature.
1.4.8.BWritemulti-paragraphinformationalpieces
Objectives:
StudentswillbeabletofullyrepresentSalsrelationtotheherosjourneybycompletingthe
diagramproject.(1.1.8.B;1.3.8.A)
Studentswilldemonstratetheirwritingprocessbyaddingtotheiressaysinclassinordertoget
closertotheirfinalproduct.(1.4.8.B)
Studentswillshowtheircomprehensionoftherevisingprocessiftheyfinishtheirpapersbefore
classisoverin.(1.4.8.B)
MaterialsNeeded:
Studentsessays
WalkTwomoons
HerosJourneydiagrams
Colorpencils,markerstohelpwithpicturerepresentationsofSalondiagram
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfol lowedatalltimes.
LessonOutline:
1. Introduction(5minutes)- A. GivestudentsbacktheMLAcitationsthattheycreatedattheendofclasswith
commentstomakesuretheyareontherighttrackforaproperworkcitedpage.
B. Remindstudentsthattheirherosjourneydiagramswillbeduethefollowingclassandtheywillhavetocompletewhateverisntdoneinclassforhomework.
2. Herosjourneydiagram(25minutes)-A. Everyonewilltakeouttheherosjourneydiagramthattheyhavebeenworkingon.
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B. Theclasswillbeabletospendthenext25minutescompletingthisdiagram.Theywillhaveaccesstoalloftheteachersmakersandcolorpencils.
C. Teacherwillwalkaroundtheroomtoansweranyquestionsthatthestudentsmighthaveandtomakesurethateveryoneisabletoworkindependently.Studentswill
beassessedontheirabilitytoworkindependently.
D. Ifstudentsfinishtheherosjourneybeforeeveryoneelse,theycanbeginthenextstepofworkingoncompletingtheiressays.
3.
Essaydraftcompletion(15minutes)-A.Afterworkingontheherosjourneydiagram,studentswillhavetimetocomplete
theiressays.
B.Makesurethatthestudentsareremindedthattheyhavetobringinacompleted
draftfortomorrowsclass.Makesurethattheyre-readtherubrictomakesurethat
theirpapersarestillontherighttrack
C.Teacherwillwalkaroundtheroomatthispointandinteractwiththestudentsasthey
arewritingtheirpapers.Bereadytoansweranyquestions.
4.Closure(5minutes)
A.Askstudentstotellyouwhatisdueforhomeworkthenextdaytomakesurethey
knowtobringinthedraftsandthattheirdiagramsaredue.
B.Askforanyquestionssofarinthewritingoftheirpapersortheirdiagrams.
C.Preparestudentsfortheirpeerrevisionsessiontomorrow.Tellthemhowitisgoing
torunsotheyknowwhattoexpectfromthefollowingclass.
Homework:
1. Studentswillcompletetheherosjourneydiagramiftheydidnotfinishitinclass.2. Studentswillcometotomorrowclasswiththeircopyoftheiressayforapeerrevision
session.
Assessment:
Astheteacherwalksaroundtheroomduringthecompletionoftheherosjourneydiagram,
studentswillbeassessedontheirabilitytoworkindependentlyandstayontask.Lookfor
studentstobeinvolvedinactivelyworkingontheirprojects.Theymaybeofftaskjustonce
duringthe30minutesessionbeforeparticipationpointswillbedocked .
Comment [37]: Moretimemaybe
necessaryhereifyouwanttoexplainpu
structure,guidestudentsthroughwhatm
goodpeerreview.
Comment [38]: Andcriteriaofthe
assignmentmightapplyhere,toowhat
strugglesdoyouanticipate?
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Day#9
Unit:WalktwoMoons&HerosJourneyLesson: Peer-revisionofessays&preparationfortest
Time:50minutes
StandardsAddressed:
1.4.8.BWritemulti-paragraphinformationalpieces
1.8.8.COrganize,summarize,andpresentthemainideasforresearch.-Givepreciseformalcreditforothersideas,images,orinformationusingastandard
methodofdocumentation.
1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.
1.8.8.COrganize,summarize,andpresentthemainideasforresearch.
1.5.8.CWritewithcontrolledand/orsubtleorganization.
1.3.8.AReadandunderstandworksofliterature.
Objectives:
Studentswillshowtheirabilitytopeereditbylookingoveraclassmatesdraftandmaking
revisions.(1.4.8.B;1.5.8.B;1.5.8.C;1.8.8.C)
Studentswillshowtheirknowledgeofaudience,tone,transitions,andgrammaticalrulesby
makingcorrectionsontheirpeerspapers.(1.4.8.B;1.8.8.C;1.5.8.B;1.8.8.C;1.5.8.C)
Studentswilldemonstratetheirretentionofinformationfromtheunitbybeingabletoanswer
somequestionsintheclassgameonthematerialcoveredsofar.(1.3.8.A)
MaterialsNeeded:
Questionsforpracticeforthetestgame
Studentsessays
DifferentiatedInstruction:
Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe teacherandfol lowedatalltimes.
LessonOutline:
1. Introduction(5minutes)-A. Havestudentshandintheirherosjourneydiagrams. B. Getstudentstopairupwiththeirdraftsofthefinalessay. C. Goovertheideathatclearfeedbackandspecificfeedbackareessential
2. PeerRevision(20minutes)-
Comment [39]: Ifindgroupsofthree
wellbecausetheyprovideconfirming
perspectivesforcertainthings:withjust
partner,itseasiertosay,Wellitsjustn
cleartoyou.
Onlytenminutesforeachpiece?
Providequestionstoask,e.g.,Whatdo
mostneedhelpwith??Guidelinesfor
constructivefeedback?
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A. Studentswillsitintheirpairandexchangeessays.B. Eachgroupshouldhavearubricwiththemastheygoovertheirpaperstoensurethat
theyareontherighttracktoagoodassessmentontheirpaper.
C. Studentswillspendthissectionoftimerevisingpapersusingtheskillstheylearnedthroughtheiressayworkshopsearlierintheweek,makingsurethatthereisaclear
topic,thatthelanguageisappropriatefortheaudience,andthatthepaperisfreeof
grammaticalandspellingerrorsthatwoulddistractfromitsmeaning.
3.
ReviewGame(20minutes)-A. Theclasswillsplitinto4differentteamswiththepeoplesittingnearesttothem.B. Tellthestudentsthatthewinningteamwillallreceive2extrapercentagepointson
tomorrowstest.
C. Askonegroupatatimeaquestionabouttheherosjourney,WalkTwoMoons,andessaywritingskills.
i. Ifthegroupgetsitright,theygetapoint.ii. Iftheygetthequestionwrong,theygetnopointsandthequestionmovesto
thenextgroup.
D. Theteamwiththemostpointsattheendoftheperiodwillreceivethebonuspoints.Makesuretowritedownthesestudentsnamesbeforetheyleaveclass.
E. Ifanygroupshaveaquestion,theyshouldconsulttheteacher.
4. Closing(5minutes)-A. Askthestudentswhattheyhaveduetomorrow.Theyshouldbeabletotellyouthat
theiressaysaretobecompleted.
B. Remindstudentsthattheywillhaveatestformostoftheperiodthefinalday.Remindthemtostudy!
Homework:
Studentscompletedessaysareduetomorrow.
Studyfortheexamusingthenotesthatweretaken,WalkTwoMoons,theinformationon
theherosjourney,andthewritingprocess.
Assessment:
Studentswillbeassessedontheirknowledgeofthecontentinthisunitsofarthroughtheclass
game.
Studentswillbeassessedontheirabilitytoworkinagroupinboththeirpeereditingandthe
groupgame.Lookforstudentstoworktogether,berespectfuloftheirclassmates,andbe
helpfulinsolvingproblemsinwritingandinthegame.
Studentswillbeassessedontheirabilitytopeereditbyhelpingtheirclassmateworkontheir
tone,transitions,anderrors,makingsurethattheessaysoundsgoodwhentheyaredone.
Comment [40]: Notallstudentswillh
thisearforgoodwritinghowmighty
helpthemfocusonparticularthings?Pe
asetofquestions/checklistforreviewers
askandanswer?Haveauthorwritewhat
willdowithfeedbackafterreceivingit?
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Day#10
Unit:WalktwoMoons&HerosJourneyLesson: ExamontheUnit&hand-inallassessments
Time:50minutes
StandardsAddressed:
1.4.8.BWritemulti-paragraphinformationalpieces1.8.8.COrganize,summarize,andpresentthemainideasforresearch.
-Givepreciseformalcreditforothersideas,images,orinformationusingastandard
methodofdocumentation.
1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.
1.8.8.COrganize,summarize,andpresentthemainideasforresearch.
1.5.8.CWritewithcontrolledand/orsubtleorganization.
1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall
academicareas.
1.1.8.GDemonstrateafterreading,understandingandinterpretationofbothfictionandnon-
fictiontexts,includingpublicdocuments
1.1.8.HDemonstratefluencyandcomprehensioninreading
1.3.8.AReadandunderstandworksofliterature
Objectives:
Studentswillshowtheirknowledgeofalloftheinformationfromtheunitsofarwiththeirgrade
ontheexam.(1.2.8.A;1.1.8.G;1.1.8.H;1.3.8.A)
Studentswilldemonstratetheirknowledgeoftheworktheyhavedoneonwritingessaysbythe
gradesthattheyreceiveontheirfinalpapers.(1.4.8.B;1.8.8.C;1.5.8.B;1.5.8.C;1.8.8.C)
MaterialsNeeded:
Exams
Booksavailableifthestudentsgetdonetheirassessmentsearly.
DifferentiatedInstruction: Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof
theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass
notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe
teacherandfollowedatall times.
LessonOutline:
1. Introduction(5minutes)-A. Makesurethatthestudentsdonthaveanyquestionsbeforethetestishandedout.
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B. Remindthestudentsofpropertest-takingetiquette.Notalking,nothingelseonthedesk,noelectronicdevices.
C. Makesuretheyrelaxandreadeachquestionthoroughlybeforeanswering.2. Exam(40minutes)-
A. Handouttheexamstoeverystudent.B. Letthemknowthattheywillhaveupuntil5minutesbeforetheendofclassto
completethetest.
C.
Iftheyhaveanyquestions,theycancomeuptotheteacherandask,butdontaskoutloud.
D. Iftheystudentsfinishbeforetheallottedtime,theymaytakeoutabookandreadfortheremainderoftheclassperiod.
3. Closure(5minutes)-A. Callforallteststobehandedin.B. Getfeedbackfromthestudentsonwhattheythoughtofthetestwhileitisstill
freshintheirminds.
C. Teachershouldtakenotesontheclasssopinionsothisinformationcanbeusedonfutureexams.
D. Lettheclassknowwhatthenextunitison.
Assessment:
Studentsreceiveasummativeassessmentfromtheirexamsandfromtheessaysthatthey
handedinatthebeginningofclass.
Homework:
Besafeandhaveafunweekend!
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Name:________________________________
Date:_________
UnitExam
MultipleChoice:(6pts.)
Forthissection,circlethebestanswerforeachmultiplechoicequestion.
1. WhatdowefindoutaboutSalsmomattheendofthenovel?A. SheranawaywithanothermanB. ShemovedinwithfamilyinCaliforniaC. ShediedinabusaccidentD. SheiscomingbacktobewithSal
2. WhatistheorderofthesemajorpartsofTheHerosJourney?A. thedeparture;thereturn;theabyssB. thereturn;thedeparture;theabyssC. theabyss;thereturn;thedepartureD. thedeparture;theabyss;thereturn
3. WhoareSalsmentorsduringherjourney?A. HergrandparentsB. PhoebeC. HermomD. Mrs.Corpse
4. Whoisthelunatic?A. PhoebesmomssecretloverB. PhoebesrealdadC. Phoebesstep-brotherD. Phoebeslonglostuncle
5. Whataspectofanessayishelpedwithtransitions?A. TheflowofthethoughtsB. CompletingtheresearchC. FormulatingideasD. Revisingandediting
6. WhichoftheseisnotproperformattingofanMLAworkcitedpage?A. AlphabeticalorderB. IndentedfirstlineofasourceC. IndentedsecondlineofasourceD. Authorsnamecomesfirstwhencitinganovel
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ShortAnswer:(4pts.)
Inthisnextsection,fillineachblankwithatransitionthatwouldwork.Alltransition
wordsmustbeunique!Eachtransitionisworth1point.
Formanyyears,humanbeingsandbusinesshavebeenpollutingtheairandwater
aroundus._______________,theworldhasbecomeaverypollutedplace,andglobal
warmingthreatensourabilitytosurviveonthisplanet._______________,wecanstill
changethisandprotectourfuture._______________wehavealreadypollutedthe
earthtoomuch,thereareseveralthingsthatwecandotostopglobalwarming.First,it
isimportanttorecyclethethingsthatweuse._______________recyclingrequiresour
timeandenergy,itisnecessarytosavetheearthsresources.
Essaysection:(10pts.)
Forthissection,answer2outof3ofthequestionstothebestofyourability.Eachquestion
shouldbeansweredinabout5sentencesonapieceoflinedpaper.Makesuretobeclearandanswer
thequestionsfully.
1. Howdoestheexpressionwalktwomoonstieintothebook?HowdoesSallivetruetothisexpression?
2. WhydoyouthinkthatSalspendsmuchofthebooktellingherfriendPhoebesstory?WhyarehergrandparentssointerestedinhearingaboutPhoebe?
3. WhydidSalhavetofinishherjourneyalone?HowdidthatfitintoTheHerosJourney?
Comment [41]: Ilikehowthisaddres
thevariousthingsyouvedoneduringth
J
Whatmadeyoudecidetoputthisaftert
essay?UNITY
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Synopsis of The Odyssey
borrowed from
Background In the tenth year of the Trojan War, the Greeks tricked the enemy into bringing acolossal wooden horse within the walls of Troy. The Trojans had no idea that Greek soldiers
were hidden inside, under the command of Odysseus. That night they emerged and opened thecity gates to the Greek army. Troy was destroyed. Now it was time for Odysseus and the other
Greeks to return to their kingdoms across the sea. Here begins the tale of the Odyssey, as sung bythe blind minstrel Homer.
Book One
"Oh Goddess of Inspiration, help me sing of wily Odysseus, that master of schemes!" So Homer
begins his epic, though the hero himself is still offstage. We are treated to a glimpse of life
among the supreme gods on Mount Olympus. Urged on by Athena, the goddess of war, theydecide that Odysseus has been marooned too long on the island of the nymph Calypso.
Book Two
Meanwhile, the mansion of Odysseus is infested
with suitors for the hand of his wife Penelope.
Everyone assumes Odysseus is dead. His son
Telemachus calls an assembly to ask for help,
and Zeus sends an omen of the suitors' doom.
Two eagles swoop down, tearing throats and
necks with their talons. Afterwards Telemachus
sets sail for the mainland to seek news of his
father.
Book Three
Telemachus consults King Nestor, who led a contingent in the Trojan War when he was in his
nineties. Nestor tells what he knows of the Greeks' return from Troy: "It started out badlybecause of Athena's anger. Half the army, your father included, stayed behind at Troy to try to
appease her. The rest of us made it home safely -- all except Menelaus, who was blown off
course to Egypt, where he remained for seven years. Seek advice from Menelaus. I'll lend you a
chariot to travel to his kingdom."
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Book Four
Menelaus tells what he learned of Odysseus while stranded in Egypt after the war. He was
advised by a goddess to disguise himself and three members of his crew in seal pelts and thenpounce on the Old Man of the Sea. If they could hold him down while he transformed himself
into various animals and shapes, he would send them on their homeward way and give news oftheir companions. Menelaus did as instructed and was informed that Odysseus was presently
being held against his will by the nymph Calypso.
Book Five
Zeus, the King of the Gods, sends
his messenger Hermes skimmingover the waves on magic sandals to
Calypso's island. Though thegoddess isn't happy about it, she
agrees to let Odysseus go. But the
raft on which he sets sail isdestroyed by his enemy, the godPoseidon, who lashes the sea into a
storm with his trident. Odysseusbarely escapes with his life and
washes ashore days later, half-drowned. He staggers into an olive
thicket and falls asleep.
Book Six
Odysseus awakens to the sound of maidens laughing. Princess Nausicaa of the Phaeacians hascome down to the riverside to wash her wedding dress. Now she and her handmaids are
frolicking after the chore. Odysseus approaches as a suppliant, and Nausicaa is kind enough to
instruct him how to get the king's help in returning to his home. Odysseus follows her into town.
Book Seven
Odysseus stops on the palace threshhold, utterly dazzled. The very walls are covered in shiningbronze and trimmed with lapis lazuli. The blacksmith god Hephaestus has even provided two
brazen hounds to guard the entrance. Odysseus goes right up to the queen and puts his case to heras a suppliant. The king knows better than to refuse hospitality to a decent petitioner. He invites
Odysseus to the banquet which is in progress and promises him safe passage home after he hasbeen suitably entertained.
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Book Eleven
'At the furthest edge of Ocean's stream is the
land to which all journey when they die.
Here their spirits endure a fleshless
existence. They can't even talk unless re-
animated with blood.' Accordingly, I did as
Circe instructed, bleeding a sacrificed lamb
into a pit. Tiresias, the blind prophet whohad accompanied us to Troy, was the soul I
had to talk to. So I held all the other shades
at bay with my sword until he had drunk
from the pit. He gave me warnings about my
journey home and told me what I must do to
ensure a happy death when my time came. I
met the shades of many famous women and
heroes, including Achilles, best fighter of the
Greeks at Troy.
Book Twelve
"At sea once more we had to pass the
Sirens, whose sweet singing lures sailors to
their doom. I had stopped up the ears of
my crew with wax, and I alone listened
while lashed to the mast, powerless to steer
toward shipwreck. Next came Charybdis,
who swallows the sea in a whirlpool, then
spits it up again. Avoiding this we skirted
the cliff where Scylla exacts her toll. Each
of her six slavering maws grabbed a sailor
and wolfed him down. Finally we were
becalmed on the island of the Sun. My
men disregarded all warnings and
sacrificed his cattle, so back at sea Zeus
sent a thunderbolt that smashed the ship. I
alone survived, washing up on the islandof Calypso."
Book Thirteen
Comment [42]: Likethatthisincludes
sectionheadingsandimagestomakeitm
accessibleJ
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When Odysseus has finished his tale, the king orders him sped to Ithaca. The sailors put
him down on the beach asleep. Athena casts a protective mist about him that keeps himfrom recognizing his homeland. Finally the goddess reveals herself and dispells the mist.
In joy Odysseus kisses the ground. Athena transforms him into an old man as a disguise.Clad in a filthy tunic, he goes off to find his faithful swineherd, as instructed by the
goddess.
Book Fourteen
Eumaeus the swineherd welcomes the bedraggled stranger. He throws his own bedcover over a
pile of boughs as a seat for Odysseus, who does not reveal his identity. Observing Zeus's
commandment to be kind to guests, Eumaeus slaughters a prime boar and serves it with breadand wine. Odysseus, true to his fame as a smooth-talking schemer, makes up an elaborate story
of his origins. That night the hero sleeps by the fire under the swineherd's spare cloak, whileEumaeus himself sleeps outside in the rain with his herd.
Book Fifteen
Athena summons Telemachus home and tells him how to avoid an ambush by the suitors.
Meanwhile back on Ithaca, Odysseus listens while the swineherd Eumaeus recounts the story of
his life. He was the child of a prosperous mainland king, whose realm was visited by Phoeniciantraders. His nursemaid, a Phoenician herself, had been carried off by pirates as a girl and sold
into slavery. In return for homeward passage with her countrymen, she kidnapped Eumaeus. Hewas bought by Odysseus' father, whose queen raised him as a member of the family.
Book Sixteen
Telemachus evades the suitors' ambush. Following Athena's instructions, he proceeds to thefarmstead of Eumaeus. There he makes the acquaintance of the tattered guest and sends Eumaeus
to his mother to announce his safe return. Athena restores Odysseus' normal appearance,enchancing it so that Telemachus takes him for a god. "No god am I," Odysseus assures him,
"but your own father, returned after these twenty years." They fall into each other's arms. Laterthey plot the suitors' doom. Concerned that the odds are fifty-to-one, Telemachus suggests that
they might need reinforcements. "Aren't Zeus and Athena reinforcement enough?" asksOdysseus.
Book Seventeen
Disguised once more as an old beggar, Odysseus journeys to town. On the trail he encounters an
insolent goatherd named Melantheus, who curses and tries to kick him. At his castle gate, thehero is recognized by a decrepid dog that he raised as a pup. Having seen his master again, the
old hound dies. At Athena's urging Odysseus begs food from the suitors. One man, Antinous,berates him and refuses so much as a crust. He even hurls his footstool at Odysseus, hitting him
in the back. This makes even the other suitors nervous, for sometimes the gods masquerade asmortals to test their righteousness.
Book Eighteen
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Now a real beggar shows up at the palace and warns Odysseus off his turf. This man, Irus, is
always running errands for the suitors. Odysseus says that there are pickings enough for the two
of them, but Irus threatens fisticuffs and the suitors egg him on. Odysseus rises to the challenge
and rolls up his tunic into a boxer's belt. The suitors goggle at the muscles revealed. Not wishing
to kill Irus with a single blow, Odysseus breaks his jaw instead. Another suitor, Eurymachus,
marks himself for revenge by trying to hit Odysseus with a footstool as Antinoos had done.
Book Nineteen
Odysseus has a long talk with his queen
Penelope but does not reveal his identity.
Penelope takes kindly to the stranger andorders her maid Eurycleia to bathe his feet
and anoint them with oil. Eurycleia, whowas Odysseus' nurse when he was a child,
notices a scar above the hero's knee.Odysseus had been gored by a wild boar
when hunting on Mount Parnassus as ayoung man. The maid recognizes her
master at once, and her hand goes out to hischin. But Odysseus silences her lest she
give away his plot prematurely.Book Twenty
The next morning Odysseus asks for a sign, and Zeus sends a clap of thunder out of the clearblue sky. A servant recognizes it as a portent and prays that this day be the last of the suitors'
abuse. Odysseus encounters another herdsman. Like the swineherd Eumaeus, this man, whotends the realm's cattle, swears his loyalty to the absent king. A prophet, an exiled murderer
whom Telemachus has befriended, shares a vision with the suitors: "I see the walls of thismansion dripping with your blood." The suitors respond with gales of laughter.
Book Twenty-One
Penelope now appears before the suitors in her
glittering veil. In her hand is a stout bow leftbehind by Odysseus when he sailed for Troy.
"Whoever strings this bow," she says, "and
sends an arrow straight through the sockets of
twelve ax heads lined in a row -- that man will I
marry." The suitors take turns trying to bend the
bow to string it, but all of them lack the
strength. Odysseus asks if he might try. The
suitors refuse, fearing that they'll be shamed if
the beggar succeeds. But Telemachus insists
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and his anger distracts them into laughter. As
easily as a bard fitting a new string to his lyre,
Odysseus strings the bow and sends an arrow
through the ax heads. At a sign from his father,
Telemachus arms himself and takes up a station
by his side.
Book Twenty-Two
Antinous, ringleader of the suitors, is just lifting a drinking cup when Odysseus puts an arrowthrough his throat. The goatherd sneaks out and comes back with shields and spears for the
suitors, but now Athena appears. She sends the suitors' spearthrusts wide, as Odysseus,Telemachus and the two faithful herdsmen strike with volley after volley of lances. They finish
off the work with swords. Those of the housemaids who consorted with the suitors are hung bythe neck in the courtyard, while the treacherous goatherd is chopped to bits.
Book Twenty-Three
The mansion is purged with fire and brimstone.
Odysseus tells everyone to dress in their finestand dance, so that passers-by won't suspect
what's happened. Even Odysseus could not holdvengeful kinfolk at bay. Penelope still won't
accept that it's truly her husband without somesecret sign. She tells a servant to make up his
bed in the hall. "Who had the craft to move mybed?" storms Odysseus. "I carved the bedpost
myself from the living trunk of an olive tree andbuilt the bedroom around it." Penelope rushes
into his arms.
Book Twenty-Four
The next morning Odysseus goes upcountry to the vineyard where his father, old King Laertes,
labors like a peasant. Meanwhile, the kin of the suitors have gathered at the assembly ground,where the father of the suitor Antinous fires them up for revenge. Odysseus, his father andTelemachus meet the challenge. Laertes casts a lance through the helmet of Antinous' father,
who falls to the ground in a clatter of armor. But the fighting stops right there. Athena tells the
contending parties to live together in peace down through the years to come.
Borrowedfrom:
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StuartDent
TeachingCommunication
Dr.Sherry
December4,2010
UnitPlanDecisions
IfinallyfinishedmyunitplanandIamstillamazedbytheamountofdecisionmaking
andstructuringthatgoesintocreatingafullunit.Inthepast,Ihavecreatedsinglelessons
wheretherearesomeveryimportantdecisionstobemade,butnothingevenclosetothescale
ofwhatisrequiredwhengivenatendayblockofclassesthathavethebeseamlesslyunified
andworkingtowardsasetgoal.Inthefollowingpages,Iwilltrytowalkthroughsomeofthe
bigdecisionsthatIhadtomakeandsomeofthedecisionsmadethatIfiguredwouldraisethe
mostquestions.
ThefirstdecisionthatImade,andperhapsthebiggestdecisionoftheentireproject,
waswhattopictodomyuniton.ThereasonIdecidedtolookatWalkTwoMoonsinmyunitis
thatIreallyenjoyedthisstorywhenIreaditinLiteraturefortheYoungAdultlastyear.I
thoughtitwasastorythatstudentscanreallygetintowhilekeepingthementertainedand
alwaysinsuspense.AnotherreasonthatIreallywantedtodoaunitonWalkTwoMoonsis
thatSalsstorytiesinperfectlywithTheHerosJourney.Bigarchetypes,suchasTheHeros
Journey,aresometimeshardtoteachintheclassroombecauseteachersfeelasthoughthey
arestuckwiththelongepicsinordertogettheideasacross.WalkTwoMoons,inmyopinion,
istheperfectwaytoteachamajorarchetypewhilealsokeepingthestudentsinterested.
AsecondbigdecisionthatImadeaboutthegeneraldirectionofmyunitwastoinclude
alotofteachingonthewritingprocessandhowstudentsweregoingtoproducetheirfinal
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practicetheycouldgetwoulddothemgood.Ithinkthatmyapproachtoalignmentworkedout
verywellandIamhappywiththedirectionthatmyunittook.
Aftersomeofthemajor-directiondecisionswereoutoftheway,Ihadtomakesome
decisionsaboutthewayIwouldmeettheneedsofallofthestudentsintheclassroom.First,I
wantedtomakesurethatmyassessmentswerefairandinteresting.Istrivedtoassessmy
studentsfairlybymakingdetailedrubricsforthetwoprojectsthatwouldansweranyquestion
astudentwouldhave.Inaddition,Idecidedtoassignmyassessmentearly-onsothatstudents
wouldhaveampletimetoworkontheirprojectsandmakesureeverythingwasuptopar.I
believemyexamwasfairbecauseeverythingonitwouldhavebeentaughtintheclassroom.In
addition,Igavethemanoptiontopicktwooutofthreeessaysontheexamsothatthe
studentswouldnotfeelcorneredintoansweraquestiontheywerenotcomfortablewith.To
meetthespecialneedsofcertainstudents,IalsoincludedasmallDifferentiatedLearning
sectionontoeachlesson.Ifoundthistaskverydauntingatfirstbecausethisprojectisfora
hypotheticalclassroomanditishardtosaywhattypesofdisabilitiesorspecialrequirementsI
wouldreallymeetintheclassroom.Iknowthatdifferentiatedlearningisveryimportantin
todaysclassroomsoItookonthisdauntingtaskasbestasIcould.Idecidedtospecifyhearing
andvisualimpairmentsbecauseIknewthattheyweresomeofthemostcommontoimpact
thewayaclassroomissetup.Tomakemydifferentiatedlearningmorebullet-proof,Ifeltthat
bysayingIwouldknowandimplementanyIEP,Iwasalsotakingonanydisabilityrecognizedby
theschool.ThereasonIdidnotspecifyanyexamplesofIEPsisthatthereissuchawidearray
ofpossibilitiesthatthiswouldhavetobehandledwithacase-by-caseapproach.
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OnedecisionthatImadeatthelastminute,andwhichIamnotcertainhowitwouldbe
viewedbyotherteachers,isthatIgavethewinninggroupofareviewgameanextratwo
percentagepointsonthetest.Myreasonfordoingthiswastomakesurethatthegamewas
competitive,fun,andthatallofthestudentswerepayingattention.Iknowthatcompetitionin
theclassroomisnotalwayslookedatinapositivelight,butIthoughtitwouldmakeforan
interestinglesson.
Fromdoingthisproject,Ilearnedhowfrustratingandtimeconsumingthecreationofa
unitcanbe.Inaddition,Ilearnedhowrewardingafulfillingitistomakeawellthoughtoutunit
thatyouareproudof.SomeofthedecisionsImadeweretoughandIfeltliketheentire
projectwasaproblemsolvingdrill.IhadtowritelessonsthatIthoughtstudentswouldbenefit
fromwhilealsoconstantlyaskingmyselfiftherewasawaythatthingscouldgowrongor
somethingwouldntbeunderstood.Alltogether,eventhoughthisunittookalotoutofme,I
wouldsaythatthisprojectwasapositiveexperienceandwillfitnicelyintomyportfolio.It
feelsgoodtoknowthatIllbegoingtomyfirstinterviewwiththisunitinmyarsenal.