Unit+Plan+SAM

** Unit Plan SAM ** You tube video SAM Unit Plan
 * Stephanie Melchert **
 * Links: **
 * Stephanie's Calendar **

//(focused on student using technology)// //(focused on teacher’s using technology)// || **Instructional Objectives** //(Must contain a performance)// || **Tools and Resources** ||
 * **Curriculum Unit Plan:**
 * Subject Area:** Language Arts
 * Grade Level:** 11th
 * Unit Title:** Lit of the Screen || **GLCE /HSCE-**
 * //Grade//**
 * //Level//**
 * //Content//**
 * //Expectation//** || **METS-S**
 * OR**
 * NETS-T**
 * Filamentality Lesson

//Introduction to Literature and Film// || ** CE 2.1.4 ** Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.


 * CE 3.2.1** Recognize a variety of literary genres and forms and demonstrate an understanding of the way in which genre and form influence meaning.


 * CE 4.1.1 ** Use sentence structures and vocabulary effectively within different modes. || **NETS-S.3.d.** Process data and report results.

by filling in the response questions prompted in the treasure hunt (using complete sentences). || * Filamentality website
 * NETS-S. 3.b**. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media || After researching the websites provided for the treasure hunt on literature of the screen students will be able to:
 * Define and identify key elements of literature, film, and drama
 * Explain the connections literature and film have
 * Identify what topics and information are appropriate when writing a comparison
 * Explain and identify literary criticism theories
 * Various websites provided on the treasure hunt
 * Computer with internet connection
 * Printer to print finished treasure hunt ||
 * Inspiration Lesson Plan

//The Odyssey// || ** CE 2.3.3 ** Critically read and interpret instructions for a variety of tasks


 * CE 4.1.5 ** Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.


 * CE 1.5.2 ** Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. || **NETS-S.2. a.** Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media


 * NETS-S.1.a.** Apply existing knowledge to generate new ideas, products, or processes || * Students will create their own story or prose that shows the hero’s journey as learned in the Odyssey.
 * Students will act out an interview of the characters from the Odyssey. After acting out their role on camera students will then explain why they answered questions the way they did. Students listing the reasons why they responded will show a deeper analysis of the literature.
 * Cameras or digital recording software
 * Skype (to show parents or another school)
 * The Odyssey movie and text
 * Pens and paper
 * PowerPoint
 * Word Processor || * Cameras or digital recording software
 * Skype (to show parents or another school)
 * The Odyssey movie and text
 * Pens and paper
 * PowerPoint
 * Word Processor ||
 * Multimedia Lesson Plan

//Much Ado about Nothing// || ** CE 1.1.3 ** Select and use language that is appropriate for the purpose, audience, and context of the text, speech, or visual representation.


 * CE 2.1.1** Use a variety of pre-reading and previewing strategies to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.


 * CE 3.1.1 ** Interpret literary language while reading literary and expository works. || **NETS-S.6.b.** Select and use applications effectively and productively.


 * NETS-S.2.d.** Contribute to project teams to produce original works or solve problems || * Students will show their understanding of the play by pick a scene in the play and writing a translation using their own words.
 * Students will use Wikispace to create a student version of the text by collaborating their translations.
 * Students will create a wordle from their selected scene. They will use their analyzing and interpreting skills to compare and contrast their version of the scene and worldle by writing an essay.
 * Much Ado abot Nothing text and film.
 * Word processor
 * Wordle
 * Wikispace || * Much Ado abot Nothing text and film
 * Word processor
 * Wordle
 * Wikispace ||
 * Free Choice

//Alice in Wonderland// || ** CE 1.5.1 ** Use writing, speaking, and visual expression to develop powerful, creative and critical messages.


 * CE 1.5.4** Use technology tools to produce polished written and multimedia works


 * CE 2.2.1 ** Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning.


 * CE 3.1.4 ** Analyze characteristics of specific works and authors and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work. || **NETS-S.2 b**. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.


 * NETS-S.5.b**. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity || * Students will demonstrate their understanding of themes and concepts by make a soundtrack for the novel using projectplaylist and explain why the songs are chosen using word processor.
 * To show the connection between the stories and soundtrack students will create a glogster as an album cover
 * Alice in Wonderland text and film.
 * Projectplaylist
 * Word processor
 * Glogster
 * Internet (images for glogster) || * Alice in Wonderland text and film
 * Projectplaylist
 * Word processor
 * Glogster
 * Internet (images for glogster) ||
 * Free Choice

//The Hunger Games// || **CE 1.3.6** Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences


 * CE 3.1.7 ** Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.


 * CE 3.4.1 ** Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture. || **NET-S.1.b**. Create original works as a means of personal or group expression


 * NET-S.5.d**. Exhibit leadership for digital citizenship || Students will create a graphic novel for a chapter in the novel to show connections in themes and concepts. Students will then make a trailer for the movie using video creation software demonstrating their understanding of plot and themes. Students will share the video on classroom website and TeacherTube so students and parents can view them. || * Word processor
 * The Hunger games text and film
 * Teacher tube (trailer of movie)
 * Movie Camera or Camera on laptop ||