Phase II: UNIT PLANNING

ELA UNIT PLANNING

UNIT: __The Merchant of Venice______TIME FRAME: ___3 Weeks__ TEACHER/GR:Jarrell/Honors English III______

Unit Summary and Rationale:(Outlines the components of the unit and the reasoning for their inclusion): Shakespeare plays with societal norms of his times (the late 16th century) consistently throughout his writing. One of those is the idea of dress. While people were forced to dress a certain way to show their status, Shakespeare persistently uses cross-dressing and disguise in order to push his plots along. Students will use and discuss “The Merchant of Venice” in order to study this aspect of his writing.

UnitConnectionCollege and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student. Students will demonstrate independence. Students will value evidence. X Students will build strong content knowledge.  Students will respond to the varying demands of audience, task, and discipline. X Students will critique as well as comprehend.  Students will use technology and digital media strategically and capably. X Students will develop an understanding of other perspectives and cultures.

Unit Standards: Teachers should list the standards to be addressed within the unit.

Reading Writing Speaking and Listening Language Literature _X_ Informational Text___ W.11-12.2 Write CCSS.ELA-Literacy.SL.11-12.1 Initiate and L.11-12.1 Demonstrate command of RL.11-12.1 Cite strong and thorough informative/explanatory texts to participate effectively in a range of the conventions of standard English textual evidence to support analysis examine and convey complex collaborative discussions (one-on-one, in grammar and usage when writing or of what the text says explicitly as ideas, concepts, and information groups, and teacher-led) with diverse speaking. well as inferences drawn from the clearly and accurately through the partners on grades 11–12 topics, texts, text, including determining where effective selection, organization, and issues, building on others’ ideas and L.11-12.2 Demonstrate command of the text leaves matters uncertain. and analysis of content. expressing their own clearly and the conventions of standard English persuasively. capitalization, punctuation, and RL.11-12.2 Determine two or more CCSS.ELA-Literacy.W.11-12.3 spelling when writing. themes or central ideas of a text and Write narratives to develop real or SL.11-12.2 Integrate multiple sources of analyze their development over the imagined experiences or events information presented in diverse L.11-12.3 Apply knowledge of course of the text, including how using effective technique, well- formats and media (e.g., visually, language to understand how they interact and build on one chosen details, and well- quantitatively, orally) in order to make language functions in different another to produce a complex structured event sequences. informed decisions and solve problems, contexts, to make effective choices account; provide an objective evaluating the credibility and accuracy for meaning or style, and to summary of the text. CCSS.ELA-Literacy.W.11-12.4 of each source and noting any comprehend more fully when Produce clear and coherent discrepancies among the data. reading or listening. RL.11-12.3 Analyze the impact of the writing in which the development, author’s choices regarding how to organization, and style are SL.11-12.5 Make strategic use of digital L.11-12.4 Determine or clarify the develop and relate elements of a appropriate to task, purpose, and media (e.g., textual, graphical, audio, meaning of unknown and multiple- story or drama (e.g., where a story is audience. (Grade-specific visual, and interactive elements) in meaning words and phrases based set, how the action is ordered, how expectations for writing types are presentations to enhance understanding on grades 11–12 reading and the characters are introduced and defined in standards 1–3 above.) of findings, reasoning, and evidence and content, choosing flexibly from a developed). to add interest. range of strategies. W.11-12.6 Use technology, RL.11-12.4 Determine the meaning of including the Internet, to produce, SL.11-12.6 Adapt speech to a variety of L.11-12.5 Demonstrate words and phrases as they are used publish, and update individual or contexts and tasks, demonstrating a understanding of figurative in the text, including figurative and shared writing products in command of formal English when language, word relationships, and connotative meanings; analyze the response to ongoing feedback, indicated or appropriate. nuances in word meanings. impact of specific word choices on including new arguments or meaning and tone, including words information. L.11-12.6 Acquire and use accurately with multiple meanings or language general academic and domain- that is particularly fresh, engaging, or W.11-12.7 Conduct short as well specific words and phrases, sufficient beautiful. as more sustained research for reading, writing, speaking, and projects to answer a question listening at the college and career RL.11-12.5 Analyze how an author’s (including a self-generated readiness level; demonstrate choices concerning how to structure question) or solve a problem; independence in gathering specific parts of a text (e.g., the narrow or broaden the inquiry vocabulary knowledge when choice of where to begin or end a when appropriate; synthesize considering a word or phrase story, the choice to provide a multiple sources on the subject, important to comprehension or comedic or tragic resolution) demonstrating understanding of expression. contribute to its overall structure the subject under investigation. and meaning as well as its aesthetic impact. W.11-12.9 Draw evidence from literary or informational texts to RL.11-12.6 Analyze a case in which support analysis, reflection, and grasping a point of view requires research. distinguishing what is directly stated in a text from what is really meant. W.11-12.10 Write routinely over extended time frames (time for RL.11-12.7 Analyze multiple research, reflection, and revision) interpretations of a story, drama, or and shorter time frames (a single poem (e.g., recorded or live sitting or a day or two) for a range production of a play or recorded of tasks, purposes novel or poetry), evaluating how each version interprets the source text.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Essential Questions: Essential questions center around major issues, Big Ideas: These are what students will discover as a result of instruction problems, concerns, interests, or themes relevant to the classroom. and learning activities. They are the main ideas of the learning, the Essential questions should lead students to discover the big ideas. conclusions, or the generalizations. Big Ideas should be open-ended and They need to go beyond who, what and where. They need to lead to apply to more than one area of study. the how and why. Shakespeare uses cross-dressing and disguise in order to push dramatic How does Shakespeare disguise in order to push his plot forward? irony (where the audience knows something the characters don’t), which creates tension and comic relief throughout his works. How does Shakespeare show, rather than tell, how his characters He uses strong word choice and sentence syntax in order to create a feel about their situations? feeling of love, tension, boredom, etc.

How did Shakespeare influence the people in his time and those Shakespeare wrote about social issues most were afraid to tackle. He around today? made hundreds of phrases and thousands of words popular and was humanistic in the process. Learning Targets: What should students be able to do by the end of the lesson?  Students will know the basics of the Elizabethan Period and the life of Shakespeare  Students will become comfortable in reading and analyzing a Shakespearean text  Students will learn the plot line of “The Merchant of Venice”  Students will analyze Shakespeare’s use of cross-dressing and disguise  Students will create and act out a sequel to “The Merchant of Venice” that is consistent with the reality of the times Learning Tasks: Teachers list the various tasks students will engage in throughout the unit, include use of media/other forms of information.

Reading Tasks Writing Tasks Discussion Tasks Language/Vocabulary Tasks

•Assimilate prior knowledge •Develop a clear visual aid with use •Work in pairs/small groups to identify •Complete a running vocabulary list of •Summarize Standard English key ideas unknown/confusing words •Infer •Use text to support arguments •Predict, infer, explain director choices in •Use parallelism in writing •Analyze story/literary elements •Write reflective responses, including other versions/productions of the work •Employ proper capitalization and and text structures essay on Shakespeare’s use of disguise  Perform scene Merchant of spelling •Explain personal connections •Compose compare/contrast Venice •Edit student work (self and peers) •Identify and interpret figurative responses language and literary devices •Edit student work (self and peers) •Analyze author’s purpose

Assessments: List types of assessments that will be used throughout the course of the unit. *If you do not have assessments for this unit, they should be created before moving on to the lesson design* DIAGNOSTIC FORMATIVE SUMMATIVE Create a sequel scene to “The Merchant of Journal Entry on previous knowledge PowerPoint presentations on WebQuest Venice,” that is consistent with the reality of the late 1500’s, and act out for the class Shakespeare Insult Activity Class discussion

Shakespeare WebQuest Disguise Essay

One-line plays Read/Act “Merchant of Venice” out loud

15-minute Venice plot overview Tickets in/out the door Text(s) Selections/Resources(generated by both teacher and student) Teachers will list the genres/titles/resources for study and indicate text complexity:

The Shakespeare WebQuest can be found by going to: http://mjarrellenglish.wikispaces.com/Resources And clicking on “Shakespeare WebQuest” “The Merchant of Venice” can be found in the book room The movie “The Merchant of Venice” with Al Pacino can be found on amazon.com Worksheets are available upon request

One-line plays and 15-minute plot ideas can be found at folger.edu