TTL Unit of Study
"Beware of Greeks Bearing Gifts:
A Review of Greek Mythology"
Overview and Background
Summary: Advanced Placement Literature and Composition students are assigned Edith Hamilton’s Mythology as a summer reading assignment. When these students return to school in August, they will start their senior year with this review project. Unit goals and objectives for this project include:
· Edith Hamilton’s Mythology text
· A to Z mythology vocabulary worksheet
· Rubric for PowerPoint presentation
· Rubric for Excel spreadsheet assignment
· Rubric for advertisement created in Microsoft Word
· Rubric for Microsoft Word document or brochure
· Handout explaining Copyright Law
Stage 1: Identify Desired Results
South Dakota Goals, Indicators, Benchmarks & Standards
Goal 1: Reading
Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context semantic, syntactic, and graphophonic cues.
Benchmark C. use prior knowledge and experience to interpret, evaluate, and construct
meaning from various texts.
Standard #1: -use etymology (word origins) to determine meanings of words
Standard #7: -connect and synthesize main ideas and concepts to determine relationships with other sources or topics.
Standard #8: -extend comprehension by combining new information with prior knowledge
Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.
Benchmark A. access and use multiple information sources for a variety of purposes, e.g.,
Internet, CD-ROM, print materials, video materials, library.
Benchmark B. evaluate the validity and reliability of various technical and functional materials.
Benchmark C. compile and synthesize information to make reasonable and informed decisions.
Standard #7: use the media center for study and research (example: computerized data,
cataloging systems, Reader’s Guide, reference books)
Goal 2: Writing
Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.
Benchmark A. apply complex conventions of language in written work.
Benchmark B. use varied, extensive vocabulary and accurate spelling in written work.
Benchmark C. revise and edit written work using essential and refined conventions of
Standard #2: use correct spelling, language, punctuation and capitalization in final copy.
Standard #3: use available technology for editing and revising.
Standard #8: use correct form when citing secondary sources, e.g., MLA, APA.
Standard #9: credit the sources of both quoted and paraphrased ideas.
Indicator 2: Students will use appropriate style, organization, and form in technical, transactional,
creative, and personal writing.
Benchmark A. analyze and use appropriate organization based on the established writing
purpose and intended audience.
Benchmark B. evaluate and use appropriate writing style based on the established purpose and
Benchmark C. analyze and use the writing format required for a specific type of publication.
Standard #5: organize information to support the purpose of the writing.
Standard #7: use appropriate style for citing secondary sources, e.g., MLA, APA.
Indicator 3: Students will use various strategies and techniques to improve writing quality.
Benchmark B. seek, evaluate, and use recommendations from others to improve writing
consistency and coherence.
Standard #7: use available tools / resources to revise and edit personal work, e.g., Franklin
speller, grammar checker, thesaurus.
Standard #8: use technology to share written work with other writers and review feedback.
Standard #9: incorporate suggestions from others for revisions and editing into rewrites.
Standard #11: use a variety of techniques to brainstorm, draft, revise, edit, and publish writing.
Goal 3: Listening and Viewing
Indicator 1: Students will use various listening and viewing strategies in social, academic, and
Benchmark C. analyze the impact of non-verbal cues used in interpersonal communication.
Standard #2: use interpersonal etiquette and maintain an open mind when listening and viewing
Standard #3: appropriate, focused, and subject-related questions to interpret the intent of the
Standard #4: summarize, restate, or paraphrase what has been presented for clarification and
Standard #5: interpret instructions and directions presented in a variety of forms and situations
Indicator 3: Students will use various strategies to retain/retrieve critical oral and visual information.
Benchmark A. analyze and evaluate oral/visual information for relevancy and usefulness.
Benchmark B. use specific questioning techniques used to clarify and comprehend oral / visual
Standard #3: ask relevant questions concerning content and meaning of information for
increased comprehension and retention.
Standard #5: use note taking techniques to record, synthesize, and retrieve information.
Goal 4: Speaking
Indicator 3: Students will use various presentation strategies to enhance oral communication,
e.g., non-verbal techniques, visual aids, physical settings / environments.
Benchmark A. select various non-verbal techniques to engage and communicate with an
Benchmark C. use various auxiliary resources to facilitate oral presentations, e.g., visual aids,
Standard #8: use visual aids and/or technology to support presentations (example: props, charts,
Standard #9: deliver multimedia presentations that combine text, images, and sound
(example: video, CD-ROM, Internet and computer generated images)
Knowledge and Skills
Stage 2: Determine Acceptable Evidence
· Each student will present his vocabulary research in an Excel spreadsheet.
(graded by rubric)
· Each student will find three examples of mythology in advertisements and TV commercials. (graded by rubric)
· Each student will create PowerPoint presentation covering a portion of the text as a review for the final test. (graded by rubric)
· Each student will take the final exam over Edith Hamilton’s Mythology.
· Each student will have a classmate edit and critique the Excel project, the Microsoft Word projects and the PowerPoint Presentation. Rubrics will be provided.
· Each student will use a rubric to self-edit and self-critique the Excel project, the Microsoft Word projects and the PowerPoint Presentation.
· Handout for the first day of class explaining the two week unit “Beware of Greeks Bearing Gifts”
· Students will use the computer to learn and use Microsoft Word, Excel, and Front Page.
· Students will access the internet for information.
· Teacher-created rubrics will be used to assess student achievement.
Stage 3: Plan Learning Experiences and Instruction
(Goal 3, Indicator 1, Benchmark C, Standards 2, 3)
with a copy of the rubrics that will be used to grade the different parts of this unit.
(Goal 1, Indicator 1, Benchmark C, Standard 1, 8)
Days 2 & 3:
(Goal 1, Indicator 1, Benchmark C, Standard 7)
(Goal 3, Indicator 1, Benchmark C, Standard 5)
(Goal 2, Indicator 1, Benchmarks A- B- C, Standard 2)
(Goal 1, Indicator 4, Benchmarks A-B-C, Standard 7; Goal 2, Indicator 3, Benchmark B, Standard 7)
(Goal 2, Indicator 1, Benchmarks A-B-C, Standards 8, 9;
Goal 2, Indicator 2, Benchmarks A-B-C, Standards 5, 7;
Goal 2, Indicator 3, Benchmark B, Standard 8;
Goal 3, Indicator 1, Benchmark C, Standard 2;
Goal 3, Indicator 3, Benchmarks A-B, Standards 3, 5;
Goal 4, Indicator 3, Benchmarks A-C, Standards 8, 9)
Students will take the final exam over Edith Hamilton’s Mythology.
(Goal 3, Indicator 1, Benchmark C, Standard 4)
Peer Reviewer: Ann Stockert
Peer Reviewer e-mail: Ann.Stockert@k12.sd.us
Peer Reviewer Comments: “Excellent use of performance-based assessment. Great job of incorporating the use of many fields of technology within subject area.”
For More Information: Contact Kaylin Frost at Kaylin.Frost@k12.sd.us