Forming a Foundation (Reading)

Course/Grade: English IV Unit 10: Shakespeare/Elizabethan Drama Time Frame: 6 Weeks

Targeted Core Content & Program of Studies Essential Questions Essential Activities & Reading Writing Speak, Listen, & Observe Vocabulary Assessments Forming a Foundation EL-12-WC-U-1 In formal speaking situations Miracle play Suggested texts: 1) What are the (Reading) Students will understand EL-11-SLO-S-1 Mystery play Macbeth, Othello or elements of that there are many Students will create oral Morality play Hamlet drama? EL-11-FF-S-4 reasons for all high presentations that Tragedy/Comedy 2) How is drama Students will describe the school students to write a) are appropriate for the Tragic Hero  Group different from influence of historical events on including writing-to- purpose (e.g., to inform, Hubris discussion other genres? the development of the English learn, writing-to- persuade, entertain), Hamartia  Oral 3) What are the language demonstrate learning and audience, context and Catharsis interpretation/lis characteristics of writing for authentic occasion Epiphany tening Elizabethan Developing an Initial purposes and audiences. b) support ideas with sound Themes techniques Theatre? Understanding (Reading) evidence and appropriate Monologue  Teacher lecture 4) Why are the plays EL-9-WC-U-4 details Soliloquy  Shakespeare and of Shakespeare EL-11-DIU-S-4 Students will understand c) maintain a consistent Stage directions the Globe still here today? Students will paraphrase and that writing can be used focus Characterization Theatre What are the summarize information from to make meaning of d) exhibit a logical structure Props  Scene universal themes texts of various lengths; one’s own experience, as appropriate to audience, Costumes Interpretation of Shakepseare? distinguish between a summary well as of other context and purpose Imagery  Study guides by 5) What facts about and a critique information/ ideas. e) organize ideas in a Figurative scene/act Shakespeare’s life coherent, meaningful way Language  Vocabulary shaped him as a El-11-DIU-S-6 EL-12-WS-U-2 including an introduction (simile/metaphor)  Study questions dramatist? Students will demonstrate Students will understand and a conclusion that are Foreshadowing 6) What are the understanding of literary that different types of appropriate to audience The Globe  Character/scene elements of elements and literary structures are appropriate and purpose Puns analysis tragedy? passages/texts for different purposes, f) choose language for its Malapropism  Memorization 7) How is the audiences and forms of effect on the audience Motivation Shakespearean language of EL-11-IT-S-3 writing. Texts must be (e.g., strong nouns, active Foil soliloquy/scene Shakespeare Students will use text references unified and coherent. verbs, concrete and Internal/external performance different from to explain author’s purpose, sensory details, and conflict  Writing prompts modern English? author’s message or theme EL-12-WP-U-1 figurative language, use of  Diagrams of the (including universal themes), Students will understand rhetorical devices) Globe arguments and supporting that the writing process is  Critical analysis evidence a helpful tool in EL-11-SLO-S-2  Dramatic constructing and Students will apply delivery critique EL-11-IT-S-5 demonstrating meaning techniques  Character Students will demonstrate of content (whether  both verbal (e.g., tone, diary/journal understanding of literary personal expressive, volume, rate, articulation,  Predict an elements and literary literary, academic or inflection, pacing) and ending/alternativ passages/texts practical) through nonverbal (e.g., gestures, e endings writing. facial expressions, eye contact) Course/Grade: English IV

RD-11-3.0.7 & RD-12-3.0.7 EL-12-WC-S-1  avoid distracting delivery Students will analyze or evaluate Students will write to behaviors (e.g. excessive the use of supporting details as learn by applying verbal pauses, fidgeting) they relate to the author’s strategies effectively  use language appropriate to message. (e.g., personal journals, audience; use specialized writer’s notebooks) content vocabulary as needed RD-11-3.0.6 & RD-12-3.0.6  adhere to standard guidelines Students will analyze the EL-12-WC-S-2 for grammar, usage, relationship between a speaker’s Students will write to mechanics or use non- or character’s motivation and demonstrate learning and standard language for effect behavior in a passage, as understanding of content when appropriate (e.g., word revealed by the dilemmas. knowledge (e.g., on- plays, common figures of demand writing, research speech) RD-11-3.0.1 & RD-12-3.0.1 papers and essays, lab  choose language for its affect Students will explain or analyze reports) on the audience (e.g. strong how a conflict in a passage is nouns, active verbs, concrete resolved. EL-12-WS-S-2 and sensory details and Students will develop figurative language) Reflecting and Responding to analytical structures Text (Reading) appropriate to purpose EL-11-SLO-S-3 (e.g., sequence, Students will use visual aids, media EL-11-RRT-S-1 problem/solution, and tools of technology to support Students will use comprehension description, oral communication strategies while reading, question/answer, listening to, or viewing literary cause/effect, EL-11-SLO-S-4 and informational texts to compare/contrast, Students will document ideas analyze or evaluate content or chronology, from outside sources (e.g., citing make connections proposition/support) authors, titles, websites)

EL-11-RRT-S-4 EL-12-WS-S-3 In informal speaking situations Students will read a wide range Students will apply of texts, including texts by the structures of a variety of EL-11-SLO-S-5 same author, about the same academic and work- Students will give and follow subject or theme, from the same related texts (e.g., essay, spoken instructions to perform genre, and from different narrative, poetry, specific tasks cultures and time periods, in memoir, article, job order to respond and make application, memo, EL-11-SLO-S-6 connections (text-to-self, text-to- proposal) for authentic Students will ask and respond to text, text-to-world) and justifiable purposes questions as a way to enrich class discussions RD-11-4.0.1 & RD-12-4.0.1 EL-12-WS-S-4 Students will analyze the Students will establish a When listening content or make connections as context, thesis and a EL-11-SLO-S-8 it applies to students’ lives (text- controlling idea in the Students will follow spoken to-self), real-world issues (text- introduction; develop the Course/Grade: English IV

to-world) or other texts (text-to- piece sufficiently, instructions to perform specific text). arranging ideas with tasks intent; and conclude the EL-11-DCS-S-3 writing effectively EL-11-SLO-S12 Students will evaluate what is Students will respond read, based on the author’s EL-12-WV-S-2 appropriately/respectfully (e.g., purpose, message, word choice, Students will use ask questions, respond with sentence variety, content, tone, specialized content civility/respect) style or use of literary elements vocabulary and words used for specific EL-11-SLO-S-14 RD-11-5.0.4 & RD-12-5.0.4 contexts, as needed Students will interpret and Students will critique the evaluate the effectiveness of author’s word choice, style, EL-12-WV-S-7 verbal and nonverbal delivery tone or content. Students will a standard techniques, including visual cues format (e.g., MLA, APA) RD-11-5.0.2 & RD-12-5.0.2 to document ideas from EL-11-SLO-S-16 Students will analyze or evaluate print and non-print Students will use self-evaluations the effectiveness of literary sources, when and feedback from teachers and elements (e.g., theme, paraphrasing, peers to improve presentations characterization, setting, point summarizing, quoting or of view, conflict and resolution using graphics

RD-11-5.0.3 & RD-12-5.0.3 EL-12-WP-S-7 Students will analyze the author’s Students will reflect and use of literary devices in a evaluate personal passage (e.g., symbolism, irony, progress and skills in analogies, imagery, figurative writing language).

EL-11-DCS-S-7 Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)