I. CONTENTS
A. Statement of Intent
The intent of this unit is to introduce 18 academic vocabulary words and experience Native American literature and its impact on today’s American literature. The unit, which should be five days long, will be taught to three 10th Grade Standard English Language Arts classes, one of which is an inclusion class; the unit will also be taught to two 10th Grade Honors English Language Arts classes. By the end of the unit, the students should be able to achieve the following: define eighteen academic vocabulary words; write using knowledge of those vocabulary word; read more fluently; research effectively; and retell a myth. As the literature of the Native Americans is the foundation for American literature, the …show more content…
ALEX.AL.2013.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature.
Vocabulary test (Post-test)
“When Grizzlies Walked Upright”
“The Navajo Origin Legend” ALEX.AL.2013. L.9-10.6 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.
ALEX.AL.2013.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Present researched Native American myths
Write a retelling of a myth ALEX.AL.2013.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event …show more content…
Learners
The learners are in the eighth period English 10 Standard English Language Arts class. The class average is a high D overall, and the class has multiple athletes. The overall class size is small as only 19 students make up this class. The class is usually restless and talkative; however, the students will settle onto a task once prompted.
Learner A is an African American male. He is on the football team, can play the drums, and is usually cheerful; he is very charismatic. He has the highest average in the class and is normally willing to answer questions that are directed at the class in general. He is respectful towards authority and appears to get along with the other students. This learner will need to be asked questions specifically to ensure that he understands the concepts and is not simply repeating what he has heard; he does not ask for help even when it is fairly obvious he does not understand the material.
Learner B is an African American male who is also on the football team. Although he is bright, he struggles with staying on task as he is very talkative. Although he likes to joke around, he is not normally the one who makes the jokes; he seems to be on the lookout for an opportunity to laugh and point out jokes made by other students. He is polite and more than willing to help if something needs to be done around the classroom. This student will need to be watched to make sure he has not gotten off task and is focusing on the
A. Statement of Intent
The intent of this unit is to introduce 18 academic vocabulary words and experience Native American literature and its impact on today’s American literature. The unit, which should be five days long, will be taught to three 10th Grade Standard English Language Arts classes, one of which is an inclusion class; the unit will also be taught to two 10th Grade Honors English Language Arts classes. By the end of the unit, the students should be able to achieve the following: define eighteen academic vocabulary words; write using knowledge of those vocabulary word; read more fluently; research effectively; and retell a myth. As the literature of the Native Americans is the foundation for American literature, the …show more content…
ALEX.AL.2013.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature.
Vocabulary test (Post-test)
“When Grizzlies Walked Upright”
“The Navajo Origin Legend” ALEX.AL.2013. L.9-10.6 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.
ALEX.AL.2013.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Present researched Native American myths
Write a retelling of a myth ALEX.AL.2013.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event …show more content…
Learners
The learners are in the eighth period English 10 Standard English Language Arts class. The class average is a high D overall, and the class has multiple athletes. The overall class size is small as only 19 students make up this class. The class is usually restless and talkative; however, the students will settle onto a task once prompted.
Learner A is an African American male. He is on the football team, can play the drums, and is usually cheerful; he is very charismatic. He has the highest average in the class and is normally willing to answer questions that are directed at the class in general. He is respectful towards authority and appears to get along with the other students. This learner will need to be asked questions specifically to ensure that he understands the concepts and is not simply repeating what he has heard; he does not ask for help even when it is fairly obvious he does not understand the material.
Learner B is an African American male who is also on the football team. Although he is bright, he struggles with staying on task as he is very talkative. Although he likes to joke around, he is not normally the one who makes the jokes; he seems to be on the lookout for an opportunity to laugh and point out jokes made by other students. He is polite and more than willing to help if something needs to be done around the classroom. This student will need to be watched to make sure he has not gotten off task and is focusing on the