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Quarter 1
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Unit 1: Introduction to Greek Mythology
Unit Duration: Sequence 1
3

Goal/Focus of Unit: Read and comprehend literature, including stories, dramas, and poems, at the high end of the grades focusing on text complexity band independently and proficiently. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Vocabulary: deity, immortal, mortal, demi-god
DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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CodeStandard
5
11-12.SL.1.CRespond thoughtfully to diverse perspectives including those presented in diverse media (e.g., visually, quantitatively, orally); synthesize claims made on all sides of an issue, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.2I
6
11-12.SL.1.AWork with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.3D
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11-12.RL.3.DRead and comprehend literature, including stories, dramas, and poems, independently and proficiently.2D
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11-12.RI.3.BSynthesize information from two or more texts about similar ideas/topics to articulate the complexity of the issue.2M
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11-12.RI.3.CEvaluate how an author's work reflects his or her historical/cultural perspective.5M
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Unit 2: Pandora Project and Presentation
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Goal/Focus of Unit: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Common Vocabulary: deity, immortal, mortal, demi-god
DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
13
CodeStandard
14
11-12.W.2.AFollow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience; self-select and blend (when appropriate) previously learned narrative, expository, and argumentative writing techniques. and voice are appropriate to the task, purpose, and audience; self-select and blend (when appropriate) previously learned narrative, expository, and argumentative writing techniques.6M
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11-12.SL.2.CPlan and deliver appropriate presentations based on the task, audience, and purpose making strategic use of multimedia in presentations to enhance understanding of findings, reasoning, and evidence and to add interest conveying a clear and distinct perspective.6M
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11-12.SL.2.BMake consistent eye contact with a range of listeners when speaking, using a range of gestures or movement to emphasize aspects of speech while avoiding body language or mannerisms that might be distracting to the audience.2M
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11-12.SL.2.ASpeak audibly and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including fluent and clear articulation, strategically varying volume, pitch, and pace to consistently engage listeners.3M
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11-12.SL.1.CRespond thoughtfully to diverse perspectives including those presented in diverse media (e.g., visually, quantitatively, orally); synthesize claims made on all sides of an issue, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.2D
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11-12.SL.1.AWork with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.3D
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