In this module, students are involved in a deep study of mythology, its purposes, and elements. Students will read Rick Riordan’s The Lightning Thief (780L), a high-interest novel about a sixth-grade boy on a hero’s journey. Some students may be familiar with this popular fantasy book; in this module, students will read with a focus on the archetypal journey and close reading of the many mythical allusions. As they begin the novel, students also will read a complex informational text that explains the archetypal storyline of the hero’s journey which has been repeated in literature throughout the centuries. Through the close reading of literary and informational texts, students will learn multiple strategies for acquiring and using academic vocabulary. Students will also build routines and expectations of discussion as they work in small groups. At the end of Unit 1, having read half of the novel, students will explain, with text-based evidence, how Percy is an archetypal hero. In Unit 2, students will continue reading The Lightning Thief (more independently): in class, they will focus on the novel’s many allusions to classic myths; those allusions will serve as an entry point into a deeper study of Greek mythology. They also will continue to build their informational reading skills through the close reading of texts about the close reading of texts about the elements of myths. This will create a conceptual framework to support students’ reading of mythology. As a whole class, students will closely read several complex Greek myths. They then will work in small groups to build expertise on one of those myths. In Unit 3, students shift their focus to narrative writing skills. This series of writing lessons will scaffold students to their final performance task in which they will apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories.
Tribal Government on the Wind River Reservation is in a state of flux. In the accompanying lessons plans (found in the Support Materials), learn how the Eastern Shoshone and Northern Arapaho tribes govern their people, what is the relationship between Tribal, State, and Federal government?
Students will demonstrate an understanding of the workings of tribal government on the Wind River Reservation by creating a written report.
Students will understand the differences and similarities between state, tribal and federal governments and their functions, structures, and powers.
In this activity, you and your students will explore Elizabethan stage practices as the rustic yet enthusiastic amateur actors from Shakespeare's A Midsummer Night's Dream. While it's not necessary to teach Shakespeare's biography while studying his plays, sometimes opportunities to explore his world through his own eyes present themselves in his text. Students' new insights into the text will provide them with a deeper appreciation for Shakespeare’s world. This activity will take one or two class periods.
Lesson Title: Using Setting to study the meaning of Home in The One and Only Ivan Grade level: 6 Standard: RL 6.2, 6.6 Time: Objectives: Students will analyze the elements of setting in each of Ivan’s homes throughout the novel.Students will work in groups to find textual examples and evidence.Students will use setting analysis to write a paragraph about the meaning of Home in the novel. Materials: The One and Only Ivan novelsPoster board (1 per pair of students)Markers, crayons, colored pencils of choicePaper and writing utensils Procedures: Assign students their partner pairings, and have them spread out around the room, sitting with their partners.Pass out poster boards (one per pair). Students should draw two lines through the center of the poster, one horizontally and one vertically to create four equal quadrants on the poster.In a large group discussion, students should help identify the four settings described in the novel which served as HOME for Ivan at some point. They should then label each quadrant with one of the settings (Mack’s house, jungle, circus, zoo)Give them time to work with their partners to identify as least four textual examples describing each of the four settings. (four examples x four settings = at least 16 textual references) Students should record these examples in the corresponding quadrant of the poster. They should also create a drawing or visual representation of each setting in the corresponding quadrant.Students will then present their posters to the class, sharing at least one example for each setting, so as not to take up too much class time and become too repetitive.Discuss as a full group those details that made each setting either positive or negative. Have students reflect on what they think HOME means to the author that is conveyed through the character of Ivan.Assign students (individually, no longer in partners) a paragraph writing assignment describing the meaning of HOME in the novel. They should reference at least four textual examples from their partner projects in their paragraphs.