C.+Unit+Plan

I. Subject Area: Ancient Civilization Math/English Grade Level: 9-10 Unit Title: Development of Literature and Math in Ancient Civ
 * Unit Plan Guidelines **

II. Estimated Time: //3 Weeks//

III. Student Population: //The Class is fairly large holding 25 students. There// // are varied backgrounds including 3 language minority // // students of S. Korean descent and 4 students identified // // as having Attention Deficit Disorder. // General Strategies for Differentiating Instruction for ESL students: [] General Strategies for Differentiating Instruction for students with attention deficit disorder: __http://user.cybrzn.com/~kenyonck/add/teaching_tips.html__

Stage 1 – Desired Results __Subject Area - 1: Reading, Writing, Speaking, and Listening__ ** 1.1.10.A ** : Apply appropriate strategies to analyze, interpret, and evaluate author’s technique(s) in terms of both substance and style as  related to supporting the intended purpose using grade level text. ** 1.1.10.B ** : Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words. ** 1.1.10.C ** : Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating author’s strategies. ** 1.1.10.E ** : Demonstrate an appropriate rate of silent reading based upon specific grade level texts
 * **IV. Standards:** //Identify the national, state, or district standards for this lesson//
 * Standard Area - 1.1: Reading Independently **
 * 1.1.10.D ** : Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works

** Standard Area - 1.2: Reading, Analyzing, and Interpreting Text ** ** 1.2.10.B ** : Assess the accuracy of facts presented in different types of informational texts by using a variety of consumer, workplace, and public documents.
 * 1.2.10.A ** : Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy,thoroughness, logic, and reasoning.
 * 1.2.10.C ** : Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present.
 * 1.2.10.D ** : Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.
 * 1.2.10.E ** : Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.

** Standard Area - 1.1: ** **Mathematics**
 * 2.5.11.B ** : Use symbols, mathematical terminology, standard notation, mathematical rules, graphing and other types of mathematical representations to communicate observations, predictions, concepts, procedures, generalizations, ideas, and results.
 * 2.8.11.C ** : Recognize, describe and generalize patterns using sequences and series to predict long-term outcomes.
 * M8.A.3.3.1 ** : Add, subtract, multiply and/or divide integers, fractions and/or decimals with and without a calculator (straight computation or word problems).

**Subject Area - 8: History** **Standard Area - 8.1: Historical Analysis and Skills Development** //1.)// - Egyptian multiplication, explanation of Egyptian base number system  - Students should be able to multiply and two numbers using the Egyptian algorithm - Shift from hieroglyphs to character based system - Mythologies and folklore in everyday life
 * n 8.1.9.A**: Compare patterns of continuity and change over time, applying context of events.
 * n 8.1.9.B**: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
 * n 8.1.9.C**:   Construct research on a historical topic using a thesis statement and demonstrate use of appropriate primary and secondary sources.
 * V. ****Understanding(s):**

// 2.) // - Ancient math had different base systems. The students will understand  that in different systems, certain numbers don’t exist I.E. – In a base 5 system, the number 6 does not exist. - Before language and Characters existed, Ancient Civilizations utilized hieroglyphs to tell stories and do arithmetic. The transition from these hieroglyphs to characters changed how the world practiced and implemented literature and mathematics.

// 1) //// What is Egyptian Multiplication? // 2) // What are the hieroglyphic symbols for 1, 10, 100, 1000, etc…? // 3) // How was mythology helpful to people in ancient civilizations? // 4) // What stories today can we compare to myths? //
 * VI. Essential Question(s):**

// Introducing students to ancient cultures will enhance their appreciation for how // // they acclimated to their given environments. Ancient Civilizations did not have // // the luxury to pull out a calculator or open a word document to get their // // message across. Bridging this gap will show students the struggles of humanity // // throughout history and increase their understanding of how we arrived at the // // position we are in today. //
 * VII. Attitude(s) and Value(s):**

//1.)// //What skills related to acquiring, organizing// //and using information will students// //Develop?// Students will complete online research prior to the field trip. While on the trip, students take part in an activity that will have them gathering information which will then be used to create a group presentation. Students will then organize everything and create a wiki/google document which will also be presented to the class.
 * VIII. Skill(s): **

//2.) What technological skills will students develop?// Students will be encouraged to create web pages using Glogster/Wix and include them on their group wiki/google document.

//3.) What interpersonal skills will students develop?// Group work while on the field trip/creating group web page, Presentation to class ||

Stage 2 – Assessment Evidence Presentation, website creation, unit quizzes.
 * IX. Performance Task(s):

Students will be graded based on their understanding of the key concepts described in each individual lesson plan.

|| Other Evidence: //Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results?// Quizzes will be given, Individual research will be required as a homework assignment for students.

//How will students reflect upon and self-assess their learning?// The group website/presentation will give the students the opportunity to put together all that they have learned. Students will be encouraged to offer feedback on each presentation. || Stage 3 – Learning Plan · // For each learning activity, include a lesson title, time estimation, lesson objective(s), 2 – 3 paragraph description of the activity, and detailed list of instructional resources for each lesson. Resources needed to teach the lesson will include: 1.) sources for background information for students and teacher, and 2.) teaching and learning materials (e.g., children’s literature, non-fiction reading materials, video, music, photographs, diaries, letters, newspapers, maps, globes, web quests, internet sites, textbook, charts, graphic organizers, storytelling materials, etc.). // · // Include **one complete** lesson plan with all necessary attachments (e.g., graphic organizer, rubric, checklist, worksheet, project directions, etc). // ||
 * X. Learning Activities (8 – 10 lessons)

XI. References: //http://edus516-pennmuseum.wikispaces.com/Resource+List//

XII. Reflection: // If this is a “taught” unit, please include a reflection that addresses the following: what was the reaction of the students to the unit? What understandings, attitudes, and skills did students gain as a result of this unit? Were there any surprises? What would you change, if anything, in the future? What did you learn as a result of teaching this unit? //