Learning Focus
Acceptable Student
Evidence
1.
Common Core Standard: RL.11-12.1. Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves
matters uncertain.
2. Common Core Standard: W.11-12.4. Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
3. Common Core Standard: SL.11-12.1. Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
-Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
-Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
-Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
Include activities that will prove your areas of focus have been mastered.
PERFORMANCE TASK:
*Students will debate the following question: “Who is more heroic:
Beowulf or Gilgamesh?”
-In preparation for the debate, students will fill out a prewriting graphic
organizer that includes arguments for both sides.
-Students will then pick a side, and use their prewriting arguments to write
an ACES paragraph to develop their argument, citing evidence from the
text to support their points.
-Students will then participate in a debate.
-After the debate, students will write a reflection that includes quotes
from both supporting and opposing arguments and details if their view
changed or not during the course of the debate.
OTHER EVIDENCE:
*Ideas for exit slips:
-Identify three heroic traits in the character we studied today. What can
you infer about the ideals of the hero’s community based on those traits?
-Create a “recipe”: What makes a hero?
-Which heroic trait displayed by the hero we have studied today is the best
example of a universal human value? Why?
-Explain how the language in the passages we read today help sustain the
hero’s legend.
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-How does the villain serve as a counterexample to the hero?
-How does your assessment of the villain affect your assessment of the
hero?
Instructional Activity
What instruction will need to be done? Are there notes, presentations, or
materials you will need to complete the lesson?
Summary of Key Learning Events and Instruction
EQ1: How do heroes exemplify both community and universal human values?
EQ2: Why do cultures create heroes?
EQ3: How does a hero become immortal?
EQ4: Can heroes exist without villains?
DAY 1: EQ1, EQ2
-Discuss what defines a hero; give contemporary examples (“Who is your hero?”);
discuss what those examples reveal about our society; present excerpts from
Beowulf; discuss his heroic traits; infer what that says about Anglo-Saxon society;
present context about Anglo-Saxon society
Exit slip: Create a “recipe”: What makes a hero? (Cookbook format: Ingredients,
Preparation, etc.) Finish for homework if necessary. Note: Use this exit slip as an
opportunity to preview the culminating performance task.
DAY 2: EQ4
-Present literary terms: verse, rhythm, imagery, diction, tone, epic, hubris
-Read epic of Beowulf: story of Grendel’s attack/death; include passage from
Grendel’s perspective
Exit slip possibilities:
-How does the villain serve as a counterexample to the hero?
-How does your assessment of the villain affect your assessment of the hero?
DAY 3: EQ3
-Review literary terms: verse, rhythm, imagery, diction, tone, epic, hubris
-Read epic of Beowulf: story of battle against Grendel’s mother
Exit slip: Explain how the language in the passages we read today help sustain the
hero’s legend.
DAY 4: EQ1, EQ3
-Read epic of Beowulf: story of battle against dragon/Beowulf’s death
Exit slip: Write an elegy for Beowulf (save time to present, if possible!)
DAY 5: EQ1, EQ4
-Read part of the excerpt from Gilgamesh; discuss his heroic traits; infer what
that says about Sumerian society; present context about Sumerian society; finish
reading the excerpt from Gilgamesh.
Exit slip possibilities:
-Which heroic trait displayed by the hero we have studied today is the best
example of a universal human value? Why?
DAY 6: EQ2, EQ4
-Use comic book covers or movie clips to spark discussion about heroic portrayals
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in art.
-Text reformation project: Use illustrations and quotes from the text to portray
the two heroes and two villains we have studied.
-Present A.C.E.S. format (emphasize importance of college-level writing);
complete practice A.C.E.S. on the following prompt: “Which villain best highlights
the heroic traits of the hero?”
DAY 7: EQ1-4
-Show “Great Debaters” clip to invest students in debate performance task.
-Present debate format; complete prewriting; review A.C.E.S. format (give
feedback on practice paragraphs); work on A.C.E.S. for the following prompt:
“Who is more heroic: Beowulf or Gilgamesh?” (finish for homework)
DAY 8: EQ1-4
-Review debate format; conduct debate; complete reflections; share reflections.
Include rubric here for Common Assessment:
HEROIC
DEBATE
Name/Period:
Topic:
Date:
GRADING RUBRIC
_____________________________________________/____________________
_________________________________________________________________________
____________________________________________
Total Points/Grade:
____________/__________________
1. Conduct = Works with peers to promote civil, democratic discussions and
decision-making, sets clear goals and deadlines, establishes individual roles as
needed, and meets full participation requirements.
2. Speaking and Reasoning = Propels conversations by posing and responding to
questions that probe reasoning and evidence; ensures a hearing for a full range of
positions on a topic or issue; clarifies, verifies, or challenges ideas and
conclusions, and promotes divergent and creative perspectives.
3. Reading = Comes to the discussion prepared, having read and researched material
under study; explicitly draws on preparation by referring to evidence from texts
and other research material on the topic or issue to stimulate a thoughtful and
well-reasoned exchange of ideas.
4. Listening = Responds thoughtfully to diverse perspectives; synthesizes
comments, claims, and evidence made on all sides of an issue; resolves
contradictions when possible; and determines what additional information or
research is required to deepen the investigation or complete the task.
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Durham Public Schools 2013-2014
English I & II Unit 1 Roadmap
1. Conduct
Excellent
Good
Fair
Unsatisfactory
15 pts.
12 pts.
8 pts.
5 pts.
2. Speaking and Reasoning
Excellent
Good
Fair
Unsatisfactory
15 pts.
12 pts.
8 pts.
5 pts.
3. Reading
Excellent
Good
Fair
Unsatisfactory
15 pts.
12 pts.
8 pts.
5 pts.
4. Listening
Excellent
Good
Fair
Unsatisfactory
15 pts.
12 pts.
8 pts.
5 pt
1_____ + 2_____ + 3_____ + 4_____ = Total ________/60 pts.
A
B
C
D
F
(100-93)
(92-85)
(84-77)
(76-70)
(69->)
50-60 pts.
38-49 pts.
25-37 pts.
20-24 pts.
0-19 pts.
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