English IV English Language Arts and Reading Unit: 02B Lesson: 01 Suggested Duration: Days 1-12 Evaluating Drama across Time Lesson Organizer Lesson Synopsis Students analyze changes in drama across literary periods while using textual evidence to support their understanding of text. They engage in the writing of a film review and an original script and continue to demonstrate voice and fluency in their writing. Performance • Using a contemporary perspective, work in groups to create an additional scene of a literary drama including a soliloquy or dramatic Indicators monologue. Present the scene and discuss how structure and elements of drama change through time. (E4.2C; E.47A; E4.13A, E4.13B, E4.13C, E4.13D, E4.13E; E4.14C; E4.17B; E4.18A; E4.19A) 1C, 1E, 1G, 1H; 3E, 3H, 3I, 3J; 4D, 4E, 4F, 4G, 4I, 4J, 4K; 5D, 5G) • Read a scene from a classical drama and view a film version of the scene. Write a film review comparing and contrasting the similarities and differences between the two and critique the effectiveness of the film in presenting the scene. (E4.Fig19A, E4.Fig19B; E4.2B, E4.2C; E4.4A; E4.12A; E4.15Ci, E4.15Cii) 4D, 4F, 4I, 4J; 5F, 5G • Record multiple entries that include personal and world connection, thoughts, and responses to literary and informational texts. (E4.Fig19A, E4.Fig19B; E4.15Ci, E4.15Cii, E4.15Ciii) 4D, 4F, 4I, 4J; 5F, 5G • Record multiple entries that demonstrate knowledge of new words, their meanings, and origins. (E4.1A, E4.1B, E4.1C, E4.1D, E4.1E) 1A, 1C, 1E, 1F Key • Understanding the connections between literary elements and literary techniques facilitates the reader’s ability to make meaning of the Understandings text. • Authors develop and refine their ideas for communicating, connecting with others, and clarifying their own their own thinking. • Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. • Understanding new words. concept, and relationships enhances comprehension and oral and written communication. TEKS E4.1 Students understand new vocabulary and use it when reading and writing. E4.1A Determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, and the arts) derived from Latin, Greek, or other linguistic roots and affixes. E4.1B Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings. E4.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become self-directed, critical readers. E4.Fig19A Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing, and synthesizing, making connections, creating sensory images. E4.Fig19B Make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding. E4.2 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. E4.2B Compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film version. E4.2C Relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time. E4.4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: E4.4A Evaluate how the structure and elements of drama change in the works of British dramatists across literary periods. E4.7 Students understand, make inferences and draw conclusions about the author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. E4.7A Analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. E4.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: E4.12A Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts. E4.13 Students use elements of the writing process (planning, drafting, revision, editing, and publishing) to compose text. ©2011, TESCCC 06/01/13 Page 1 of 3 E4.13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests interviews), and developing a thesis or controlling idea. E4.13B Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning. E4.13C Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases. E4.13D Edit drafts for grammar, mechanics, and spelling. E4.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: E4.14C Write a script with an explicit or implicit theme, using a variety of literary techniques. E4.17 Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. E4.17A Use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases). E4.18 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. E4.18A Correctly and consistently use conventions of punctuation and capitalization. E4.19 Students spell correctly. E4.19A Spell correctly, including using various resources to determine and check correct spellings. E4.24 Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. E4.24A Listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying positions taken and the evidence in support of those positions. Ongoing TEKS E4.2 Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. E4.2A Compare and contrast works of literature that express a universal theme. E4.3 Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. E4.3A Evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods. E4.5 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. E4.5A Compare and contrast works of literature that express a universal theme. E4.5B Analyze the internal and external development of characters through a range of literary devices. E4.5C Analyze the impact of narration when the narrator's point of view shifts from one character to another. E4.5D Demonstrate familiarity with works of fiction by British authors from each major literary period. E4.13 Students use elements of the writing process (planning, drafting, revision, editing, and publishing) to compose text. E4.13E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. E4.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: E4.14A Write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone. E4.15 Students write expository and procedural or work related texts to communicate their ideas and information to specific audiences for specific purposes. E4.15C Write an interpretation of an expository or a literary text that: E4.15Ci advances a clear thesis statement E4.15Cii addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text E4.15Ciii analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices E4.17 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: E4.17B Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). E4.26 Students work productively with others in teams. Students continue to apply earlier standard with greater complexity. E4.26A Participate productively in teams, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed upon criteria. Materials • Reader’s Notebook (1 per student) • Writer’s Notebook (1 per student) English IV English Language Arts and Reading Unit: 02B Lesson: 01

• Vocabulary Notebook (1 per student) • Colored sheet of paper (1 per group) • Markers (4 per group) • Scene from a classical drama (class set) • Contemporary film version of the scene from the classical drama (1) • Sample film reviews (2) • Short story or novel (class set) • Note card (1 per group) • Set of colored pencils (1 set per group) • Chart paper • 3-5 British dramas across literary time periods (1 copy of 1 drama per student) • Fiction text read in Unit 01 (1) • Collection of multi-level, multiple forms of grade-appropriate texts for student selection Attachments • Handout: Understanding Drama (1 per group) • Handout: Scriptwriting (1 per student) • Handout: Editing Expectations (1 per station) • Handout: IR Book Page (1 per student) • Teacher Resource: English IV Unit 02B Reading Appetizer (1) • Teacher Resource: English IV Unit 02B Writing Appetizer (1) Resources and None designated. References Possible/Optional District-adopted resources. Literature Selections

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