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UNIT 2 The Collective Perspective Visual Prompt: What can you tell about the relationship between the two characters in the image? Unit Overview Unit 2 provides an opportunity interpretation and discussion of to continue your focus on critical texts by considering the social and perspectives. In this unit, you will cultural implications of analyzing a learn about Archetypal, Marxist, and text from a particular perspective. Feminist Criticism. You will analyze By studying texts this way, you will characters, characterizations, and start to understand various textual relationships between and among readings and reflect on whether the individuals and groups in a variety understanding of these perspectives of texts, including drama, film, and enhances or limits your engagement nonfiction. You will deepen your with them. © 2017 College Board. All rights reserved. G12_U2_SE_B1.indd 95 05/04/16 6:10 pm UNIT The Collective Perspective 2 GOALS: Contents • To enhance critical thinking Activities by studying Archetypal, Marxist, and Feminist critical 2.1 Previewing the Unit .. ................................................................ 98 perspectives • To apply multiple critical 2.2 A Closer Look: Archetypal Perspective ..................................... 99 perspectives to drama, *Films: Various Clips nonfiction, and nonprint texts 2.3 Viewing the Subjects ...............................................................101 • To use the writing process *Photographs: Stills from My Fair Lady, to create an engaging script directed by George Cukor and an insightful analytical response 2.4 Introducing Pygmalion .............................................................103 • To use a variety of Myth: “Orpheus Sings: Pygmalion and the Statue,” organizational and rhetorical from Metamorphoses, by Ovid strategies for different modes of writing 2.5 Ladies and Gentlemen ..............................................................107 *Drama: Pygmalion, Acts I–III, by George Bernard Shaw 2.6 Rules of Etiquette ................................................................... 111 ACADEMIC VOCABULARY subtext *Drama: Pygmalion, Act III, by George Bernard Shaw enfranchisement 2.7 Reading Between the Lines .................................................... 113 patriarchal montage *Drama: Pygmalion, Acts II and III, by George Bernard Shaw 2.8 Examining Eliza’s Options ...................................................... 115 *Drama: Pygmalion, Acts III and IV, by George Bernard Shaw Literary Terms archetypes 2.9 Transformations ..................................................................... 117 Archetypal Criticism *Drama: Pygmalion, Act V, by George Bernard Shaw motif myth 2.10 I Feel a Song Coming On ......................................................... 120 satire *Drama: Pygmalion, Act V, by George Bernard Shaw genre conventions *Film: Clips from My Fair Lady, directed by George Cukor narrative arc tone 2.11 What Does Eliza Do? ............................................................... 122 artistic license *Drama: Pygmalion, Sequel, by George Bernard Shaw Marxist Criticism Feminist Criticism 2.12 Examining the Archetypes ...................................................... 124 allusion *Drama: Pygmalion, by George Bernard Shaw 2.13 From a Marxist Perspective .................................................... 128 © 2017 College Board. All rights reserved. *Song: “Talkin’ ’bout a Revolution,” by Tracy Chapman 2.14 Money, Power, and Class in Pygmalion .................................. 131 Embedded Assessment 1: Illuminating Pygmalion ......................... 132 96 SpringBoard® English Language Arts Senior English G12_U2_SE_B1.indd 96 05/04/16 6:10 pm Language and Writer’s 2.15 Previewing Embedded Assessment 2 Craft and Feminist Criticism ............................................................ 134 • Summarizing (2.4) *Films: Various Clips • Organizing Information (2.5) • Writing a Play Script (2.6) 2.16 A Reversal of Fortune ............................................................. 136 • Punctuating Lists (2.16) Literary Criticism: Excerpt from “Cinderella, the Legend,” from Kiss Sleeping Beauty Goodbye, • Citing Textual Evidence (2.25) by Madonna Kolbenschlag 2.17 Battle of the Sexes .................................................................. 141 Folktale: “Why Women Always Take Advantage of Men,” from Mules and Men, by Zora Neale Hurston MY INDEPENDENT READING LIST 2.18 Feminist Critique: The Tree of Life ........................................... 148 *Children’s Story: The Giving Tree, by Shel Silverstein 2.19 View from a Lens: A Review of Film Terms ...............................151 2.20 Applying Film Terms to Rear Window ......................................154 2.21 Rear Window: Screening Day 1 ................................................158 *Film: Rear Window, directed by Alfred Hitchcock 2.22 Rear Window: Screening Day 2 ............................................... 159 *Film: Rear Window, directed by Alfred Hitchcock 2.23 Rear Window: Screening Day 3 ............................................... 161 *Film: Rear Window, directed by Alfred Hitchcock 2.24 Looking Back Through Rear Window ...................................... 163 2.25 One Town’s Attitude: The Feminist Perspective ...................... 165 Short Story: “A Rose for Emily,” by William Faulkner Embedded Assessment 2: Applying a Critical Perspective .............. 178 Short Story: “The Story of an Hour,” by Kate Chopin Short Story: “The Chaser,” by John Collier © 2017 College Board. All rights reserved. *Texts not included in these materials. Unit 2 • The Collective Perspective 97 G12_U2_SE_B1.indd 97 05/04/16 6:10 pm ACTIVITY Previewing the Unit 2.1 Learning Targets LEARNING STRATEGIES: • Preview the big ideas and the vocabulary for the unit. Marking the Text, QHT, Think-Pair-Share, • Identify and analyze the skills and knowledge needed to complete Summarizing, Paraphrasing, Embedded Assessment 1 successfully. Graphic Organizer Making Connections In this unit, you will continue your focus on analyzing literary works through literary criticism. You will use these theories to examine and analyze text while My Notes also considering the social and cultural implications of presenting text from a particular perspective. As part of your study, you will write a script for a dramatic scene and also apply a critical perspective to complete a deep analysis of a short story. Essential Questions Based on your current knowledge, respond to the Essential Questions. 1. How does applying a critical perspective affect understanding of and engagement with a text? 2. How does power affect people’s interactions and relationships? Developing Vocabulary Turn to the Contents page and look at the Academic Vocabulary and Literary Terms. Which do you know already? Use your Reader/Writer Notebook to make notes about the vocabulary knowledge you will acquire in this unit. Unpacking Embedded Assessment 1 INDEPENDENT READING LINK Read the following assignment for Embedded Assessment 1 and summarize the major elements in your Reader/Writer Notebook. Read and Discuss Work with a partner to write a script that transforms a scene from Pygmalion In this unit, you will be so that it reflects one of the critical perspectives you have studied. You will reading a play that has been also write a reflection analyzing and evaluating your process and product. adapted into a film. For your independent reading, © 2017 College Board. All rights reserved. choose another text that has Summarize in your own words what you will need to know for this assessment. been made into a film. After With your class, create a graphic organizer that represents the skills and watching the film, discuss knowledge you will need to accomplish this task, and strategize how you will with a peer how and why the complete the assignment. To help you complete your graphic organizer, be sure film version differs from the to review the criteria in the Scoring Guide. original text. Record notes of your discussion in your Reader/Writer Notebook. 98 SpringBoard® English Language Arts Senior English G12_U2_SE_B1.indd 98 05/04/16 6:10 pm A Closer Look: Archetypal Perspective ACTIVITY 2.2 Learning Targets • Collaborate with peers to understand and apply the definition of archetype. LEARNING STRATEGIES: Quickwrite, Think-Pair- • Develop knowledge of literary theory by viewing and analyzing film. Share, Marking the Text, • Generate and present a clear visual representation of the common assumptions Note-taking, Visual/Auditory of Archetypal Criticism. Prompts How Is My Perspective Shaped? Reading and viewing are not passive activities. You bring certain levels of engagement to your reading and viewing, just as you bring biases, experiences, My Notes and prior knowledge to any text you read. Reading drama can be demanding because most often there is no narrative point of view to help the reader understand the action. To infer meaning fully, readers and viewers have to attend to the usual literary elements, as well as dramatic elements such as stage directions, dialogue, action, subtext, costume, and set design. At the same time, you can layer on a critical perspective or lens through which to interpret and understand the larger ideas of the drama. In this way you can form, challenge, and critique the ideas and opinions presented in the drama. Examining texts through multiple literary theories provides you the opportunity to sharpen your analytical skills as you consider alternative ways to view
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