Collaborative Unit #1 of 2

Curriculum Map

Datha Curtis

  

Teachers: Molly Tyree and Katrina Norman

Grade: 9^th

Subject Area: Language Arts

Unit: The Odyssey

Dates Taught: January 22 – February 11

Name of textbook used (if none, state “none”): Elements of Literature: Third Course

 

Unit goal(s):

Students will understand:

·      the history of the Trojan War

·      Homer’s importance and influence in literature

·      writing is a process

·      the literary elements influence the meaning and interpretation of The Odyssey

·      the purpose and influence of mythology on The Odyssey and other literature

·      how to apply understanding of The Odyssey through a research/creative project

 

Research unit:  yes_X_  no____

 

Content area learning goals: Students will be able to answer the following essential questions:

·      What is an epic? 

·      What is an epic hero?

·      How is figurative language reflected in The Odyssey?

·      Who is Homer?

·      How is Homer influential and important to literature?

·      What is the importance of the Trojan War in connection with The Odyssey?

·      How is the theme of “home” evident in The Odyssey?

·      What obstacles does Odysseus face in Part One of The Odyssey?

·      What is the writing process?

·      Who are the Greek gods and goddesses?

·      What is mythology? What is the purpose of a myth?

·      How is mythology an important aspect of literature?

·      How does mythology influence The Odyssey?

·      How can we create our own odyssey?

 

Curriculum standards met:

 

ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understanding.

ELA9RL3 The student deepens understanding of literary works by relating them to

contemporary context or historical background.

ELA9RL4 The student employs a variety of writing genres to demonstrate a

comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents.

ELA9RC1 The student reads a minimum of 25 grade -level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA9RC2 The student participates in discussions related to curricular learning in all subject areas.

ELA9RC3 The student acquires new vocabulary in each content area and uses it correctly.

ELA9RC4 The student establishes a context for information acquired by reading across subject areas.

ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

ELA9W2 The student demonstrates competence in a variety of genres.

ELA9W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.

ELA9C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats.

ELA9LSV1 The student participates in student -to-teacher, student-to-student, and group verbal interactions.

ELA9LSV2 The student formulates reasoned judgments about written and oral

communication in various media genres. The student delivers focused, coherent, and

polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

 

Information literacy standards met:

 

Standard 1. The student who is information literate accesses information efficiently and effectively.

Standard 2. The student who is information literate evaluates information critically and competently.

Standard 3. The student who is information literate uses information accurately and creatively.

Standard 4. The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

 

Technology standards met:

 

Standard 1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and  processes using technology.

     a.     apply existing knowledge to generate new ideas , products, or processes.

     b.    create original works as a means of personal or group expression.

 

Standard 3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

1. plan strategies to guide inquiry.
2. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. process data and report results.

 

Standard 5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

1. advocate and practice safe, legal, and responsible use of information and technology.
2. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

 

Standard 6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

1. understand and use technology systems

      b.   select and use applications effectively and productively

 

 

Resources:

 

Textbook only_____

 

 

Textbook with supplemental resources__X__

 

 

Resources with no textbook_____

 

Primary teaching method:

 

Students will learn about The Odyssey through reading, group discussion, and lecture as well as completing study guides and graphic organizers. Students will then work independently to create their own Odyssey project. They will research locations of their own choosing to present to the class (several locations that compose a journey).

 

 

Classroom teacher responsibilities:

 

The classroom teacher will provide background information on The Odyssey, reading the epic, and discussing the story. The teacher will also facilitate the project in conjunction with the media specialist. The teacher will assess students as they progress through the project.

 

 

Media specialist responsibilities:

 

 

The media specialist will teach information literacy skills, provide instruction on helpful resources, and help students with any difficulties with logging in or accessing information. They will also help assess student progress in order to help them become more efficient and effective in their research process. The information literacy skills that will be addressed include;

 

·      how to locate information

·      how to evaluate and assess information for reliability and accuracy

·      how to synthesize information

·      how to reflect on information to make personal inferences

·      how to document sources

·      how to use information to create a cohesive creative project

 

The media specialist will teach these skills through the use of an information literacy/inquiry learning model such as I-Search or the Kulthau model. Additionally, the media specialist will present information about MLA format as well as information about how to search for and evaluate information from the Internet.

Technology specialist responsibilities:

 

The technology specialist will aid students who may have problems with technology they are using throughout the research process (i.e. logging on, fixing problems with the Internet, etc.)

 

 

Student assessment products:

 

For the classroom portion: Study guides, quiz, test.

For the research portion: Creative project  (examples: travel brochures, maps, posters, PowerPoints, video recording, drawings, photographs, etc.) with documented sources.  

 

 

Technologies used:

 

Internet

Digital video camera

Digital photographic camera

Microsoft Office (Word, PowerPoint)

Others may be used if available

 

 

 

Collaborative Unit #2 of 2

 

Jessica Blackwell, Heather Bogue, Datha Curtis, 

Jeremy Eason, Bill Frame, Aimee Grigsby

Geometry Curriculum Map

“Geometry Builds”

 

Grade:	10-12	Unit:	Unit 1—Geometry Basics: Building Your Foundation	Dates Taught:	8/13-8/21/07
Research Unit:	NO	Resources:	McDougal Littell Geometry Textbook with Supplemental Resources

 

Unit Goals:		Content Area Learning Goals:
§       Building a foundation of terms §       How to read and apply definitions and theorems §       Apply algebraic skills to geometric problems		Sect. 1.2 Points, Lines, and Planes §       Understand and use the basic undefined terms and defined terms in geometry. §       Understand and use the notation/labeling associated with points, lines, planes, rays, and segments §       Be able to choose/draw coplanar and/or collinear points. §       Sketch the intersections of Lines and Planes Sect. 1.3 Segments and Their Measures §       Use segment postulates. o      Ruler Postulate o      Segment Addition Postulate §       Use the distance formula to measure distances in a coordinate plane. Sect. 1.4 Angles and their Measures §       Use angle postulates o      Protractor Postulate o      Angle Addition Postulate §       Understand how to use appropriate notation to label/name angles. §       Classify angles as acute, right, obtuse, or straight. Sect. 1.5 Segment and Angle Bisectors §       Bisect a segment using a compass and straight edge. §       Bisect an Angle using a compass and straight edge. §       Use midpoint formula to determine the midpoint of a line segment in the coordinate plane. §       Find missing angle measures. Sect. 1.6 Angle Pair Relationships §       Identify vertical angles and linear pairs §       Identify complimentary and supplementary angles §       Find missing angle measures
Curriculum Standards Met:				Information Literacy Standards Met:		Technology Standards Met:
9-12.1—Solves problems and practical applications using appropriate approaches and tools (including calculators and computers) and judges the reasonableness of results. 9-12.2—Uses algebraic skills and concepts to solve geometric problems throughout geometry. 9-12.8—Identifies, describes, and contrasts points, lines, planes, segments, and rays. 9-12.9—Identifies, defines, estimates, and measures segments, and angles (acute, obtuse, right, straight, complementary, supplementary, adjacent, vertical, congruent, and linear pair). 9-12.10—Identifies and defines or describes properties associated with points (distance, between, collinear, coplanar), segments (midpoint, congruence, bisector), angles (bisector, congruence, interior, exterior), and lines and planes (perpendicular, parallel, intersecting). 9-12.13—Applies basic facts about points, lines, and planes. 9-12.16—Uses tools such as compass and straightedge, paper folding, tracing paper, Mira, or computer to construct congruent segments, angles, and circles; and angle bisector. 9-12.45—Applies the distance and midpoint formulas. 9-12.48—Uses coordinate methods to explore, make conjectures or prove properties of geometric figures, using tools such as algebra, graphing, and appropriate technology. (GADOE, n.d.)				1.2—Recognizes that accurate and comprehensive information is the basis for intelligent decision making 1.4—Identifies a variety of potential sources of information 1.5—Develops and uses successful strategies for locating information 2.1—Determines accuracy, relevance, comprehensiveness of information 3.3—Applies information in critical thinking and problem solving 3.4—Produces and communicates information and ideas in appropriate formats (American Association of School Librarians and Association for Educational Communications and Technology, 1998)		Using Geometer’s Sketchpad, students may construct tools to: Draw and measure segments and angles Generate congruent segments and angles Construct angle bisectors and midpoints of segments   9-12.1—Solves problems and practical applications using appropriate approaches and tools (including calculators and computers) and judges the reasonableness of results. 9-12.48—Uses coordinate methods to explore, make conjectures or prove properties of geometric figures, using tools such as algebra, graphing, and appropriate technology. (GADOE, n.d.)

Suggested Activities/Assessments:		Suggested Use of Technology:
§       Book Problems §       Chapter 1 Quizzes, Review and Test §       Geometry Project: Constructing Illusions and Designs on Geometer’s Sketchpad §       LetterPop—newsletter creation for individual or group presentation §       Perspective Drawing Activity §       Practice Worksheets—textbook-aligned §       Skrbl—students may study together online for daily assignments, tests or quizzes §       Slideshare—online presentation tool for individuals or groups §       Study Guide—created and edited by using Googledocs. §       Vocabulary Crossword Puzzle—student made §       WebQuest—students solve geometry problems in small groups using the online tool “Gliffy.” Students can then post their results to the class website. §       Website—teacher-created website (using ChatCreator). Website may contain links for homework help (such as Mathlab.com and an online color graphing calculator), audio files of lessons, and student profiles as well as a chat room where students can ask for help from the teacher and other students at designated times.		·       Casio Scientific Calculators ·       Desktop Camera ·       Geometer’s Sketchpad ·       Internet o      Applets o      United Streaming Video Clips ·       InterWrite Pad (like an active board, but handheld) ·       LCD Projector ·       PowerPoint ·       TI-84 (cabri jr. application) ·       Web 2.0 Tools: o      ChatCreator o      Gliffy o      LetterPop o      Skrbl o      Slideshare o      Googledocs

 

RESPONSIBILITIES

 

Classroom Teacher:		Media Specialist:		Technology Specialist:
§       Design lessons that effectively meet content guidelines while engaging students §       Organize the sequence of activities and objectives §       Prepare appropriate materials (i.e. worksheets, flipcharts, laptops, etc.) §       Deliver lessons and monitor student understanding of material §       Include interactive activities for student participation		§       Ensure sign-up sheets for laptop carts are available §       Install Geometer’s Sketchpad onto computers for teacher and student use §       Support teachers to incorporate information literacy and technology standards into lessons		§       No duties assigned (school does not have a technology specialist)