TED 5319

Unit Plan

Stage 1-Desired Results

Established Goals: (Standards—include all unit standards)

ELA.9.1B, ELA.9.1E, ELA.9FIG19A, ELA.9.2B, ELA.9.2C, ELA.9.4A, ELA.9.5B, ELA.9.5C,

ELA.9.9A, ELA.9.8A, ELA.9.9B, ELA.9C, ELA.9D, ELA.9.11B, ELA.9.13A, ELA.9.13B,
ELA.9.13C, ELA.9.13D, ELA.9.15A.i, ELA.9.15A.iii, ELA.9.15A.iv, ELA.9.15A.v, ELA.9.17A.i,
ELA.9.18B.ii, ELA.9.19A, ELA.9.26A

Understandings: Essential Questions:

Students will understand that…
 How do myths and legends
 the meanings of words and shape our understanding of
phrases to include the etymology. culture?

 mythic, classical and traditional  What do you think Medea feels?

literature can have an influence on
20th and 21st century literature.  
 a narrator’s point of view can
shape a work of fiction.
 an expository text contains a
controlling idea and specific
purpose
 the ideas in a text and their
organizational patterns.
 structured ideas (e.g., using
outlines, note taking, graphic
organizers, lists) can help develop
drafts in timed and open-ended
situations that include transitions
and the rhetorical devices used to
convey meaning.
 revising to include improved style,
word choice, figurative language,
sentence variety, and subtlety of
meaning can address the
appropriate purpose, audience,
and genre.
Is she justified? Why or why not?
Who is the villain in this story? (in
Medea, and La Llorona article)
 Do you sympathize with Medea?
Why or why not?
 How does Euripides portrayal of
Medea demonstrate his views on
women? Are these positive or
negative?
 What does Medea’s
characterization show about
400BC Greece and their views of
women?
 What do the Aztecs and modern-
day Mexico reveal about women
by their characterization of La
Llorona?
 Do you sympathize with La
Llorona?
 Why do you believe La Llorona
and Medea have so much in
common?
 Is there an American version of
Medea and La Llorona? 
 Do traditional stories and ideas
transcend time and cultures?

 there is difference between

feedback and response to
feedback.

 an analytical essay contains an

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Unit Plan

introductory paragraph, a
concluding paragraph, and a
variety of sentence structures.

 an analytical essay contains a

controlling idea or thesis
component.

 analytical essays include relevant

information and valid inferences.

 there is a relationship between

complex active and passive tenses
and verbs (gerunds, infinitives,
participles) in the context of
reading, writing, and speaking.

Students will know…

 The difference between denotative and connotative meanings of words.

 How figurative language relates to historical and cultural settings.

 The difference between a summary that captures the main ideas and elements
of a text and a critique that takes a position and expresses an opinion.

 The difference between a substantiated opinion and an unsubstantiated

opinion.

 The ideas and details from several texts that reflect a range of viewpoints on
the same topic 

 How to edit drafts for grammar, mechanics, and spelling.

 How to be productive in teams that include: building on the ideas of others,

contributing relevant information, developing a plan for consensus-building,
and setting ground rules for decision-making.

Students will be able to…

 Define Greek derived words using a dictionary and explore their etymology.

 Create a Venn diagram to compare and contrast a drama an expository

piece.

 Analyze a monologue to make inferences about Medea's future actions.

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Unit Plan

 Express their opinions both orally and in written form and support their
statements with evidence from the text. 

 Analyze how the author's view of women is portrayed through his

characterization of Medea.

 Apply personal experiences and real-life knowledge to make connections

between the text and 21st century Society.

 Write a full length, grammatically correct analytical Compare/contrast paper

on text of different genres (Expository and Drama), using evidence from the
text.

 Reflect on the cultural and historical aspects of the texts (Medea and La
Llorona Article), and how they reflect society's view of women then and now.

 Collaborate effectively with peers during pairing or group activities through

building consensus and contributing relevant information.
Stage 2-Assessment Evidence
Performance Tasks: Other Evidence:

 Read, “La Llorona” article, and  Define words of a Greek origin

analyze and write a short journal
entry on the influence this myth
has on the Mexican American
border in the 21st century. 
 Create a Venn diagram to
compare and contrast the play
Medea, and an article on La
Llorona. This will be teacher
guided class discussion.
 Read Medea’s monologue in
pairs, and write down their
predictions, on what they believe
her future actions will be based
on the monologue. Pairs will
share to the class their
predictions.  
 Write an analytical paper in which
they will use evidence from the
text, Medea, and La Llorona, to
reflect on the cultural and
historical views about women.
Students will relate these to the
21st century. 
using an online dictionary and
write down their etymologies for a
take home handout. 
 Complete a 10-word quiz that
focuses on the meaning of words
and etymology. 
 Use correct syntax and provide
evidence from the text during in
class discussions.
 Highlight important words while
reading La Llorona text. 
 Engage in a meaningful
discussion related to the text. 
 Display meaningful use of Pre-
Writing skills
Summarize text emphasizing
main points during discussions
TED 5319
Unit Plan

Stage 3-Learning Plan

Learning Activities:
 Students will look up definitions and etymology of words by highlighting words
and making notes of the meanings.
 Students will create a Venn diagram to compare and contrast Medea(play) and
La Llorona (article) as a class, which will be teacher guided.
 Students will read Medea’s monologue in pairs and write down their predictions
of what they believe will happen in the end.
 Students are given a take home assignment where they use their computers to
define the etymology of words with Greek origins. Students will be given a
handout with words to define.
 Students will participate in a class discussion where they will discuss how the
playwright’s point of view reveals his thoughts about women. Students will then
apply these opinions to real life scenarios and society.

Names of group members: Melissa Grijalva, Jessica Manjarrez

Grade Level: English I
Course/Subject: ELAR
# days for this unit: 19 days