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Curriculum Guide CURRICULUM GUIDE 10/27/2015 BOLDNESS LAUGHTER ABUNDANCE RESPECT FETCH CLAY, MAKE MAN Written by: Will Power Directed by: Eric J. Little Play Synopsis In the days leading up to one of Cassius Clay’s most anticipated fights, the heavyweight boxing champion forms an unlikely friendship with the controversial Hollywood star Stepin Fetchit. Fetch Clay, Make Man explores the improbable bond that forms between two drastically different and influential cultural icons. One a vibrant and audacious youth, the other a resentful and almost forgotten relic; together fighting to shape their legacies amidst the struggle of the Civil Rights Movement of the mid-1960’s. This true story is as powerful and poetic as Clay himself; while also as humorous and irreverent as Fetchit’s signature act. Setting Lewiston, Maine 1965 CHARACTERS STEPIN FETCHIT MUHAMMAD ALI BROTHER RASHID SONJI CLAY WILLIAM FOX Page 1 of 28 STANDARDS/OBJECTIVES Below are the Georgia Department of Education’s state standards that correlate with the FETCH CLAY, MAKE MAN Curriculum. This is merely a guide of instruction and may be integrated with your individual instructional practices. THEATRE STANDARDS TAHSFTI.1: Analyzing and constructing TAHSFTI.6: Researching cultural and meaning from theatrical experiences, historical information to support dramatic literature and electronic media artistic choices a. Critiques elements of theatrical a. Defines the role of the dramaturge conventions b. Generates and uses terminology and b. Applies the skills of the dramaturge outline for critiquing theatre to various scenes presentations c. Cites evidence of how theatre reflects c. Interprets data for use in production life through universal themes TAHSFTII.7: Integrating various art TAHSTLI.10: Critiquing various aspects forms, other content areas and life of theatre and other media using experiences to create theatre appropriate supporting evidence a. Identifies the various art forms which a. Develops a set of comprehensive may be integrated into theater)e.g. criteria to asses a dramatic work dance, music , visual arts, graphic arts, and electronic media b. Synthesize observation, imagination, b. Analyze the effectiveness of a and research to created characters, dramatic work environments and situations Page 2 of 28 ENGLISH/LITERATURE STANDARDS ELAGSE9- Cite strong and thorough textual evidence to support analysis of what the text says 10RL1 explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain. ELAGSE9- Determine a theme and/or central idea of text closely and analyze its development 12 RL2 over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9- Analyze how complex characters (e.g., those with multiple or conflicting motivations) 10RL3 develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9- Determine the meaning of words and phrases as they are used in the text, including 10RL4 figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone ELAGSE9- Analyze how an author’s choices concerning how to structure a text, order events 10RL5 within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension or surprise. ELAGSE9- Analyze a particular point of view or cultural experience reflected in a work of 10RL6 literature from outside of the United States , drawing on a wide reading of world literature ELAGSE9- Analyze the representation of a subject or key scene in two different artistic 10RL7 mediums, including what is emphasized or absent in each treatment ELAGSE9- Analyze how an author draws on and transforms source material in a specific work 10RL9 ELAGSE9- Delineate and evaluate the argument and specific claims in a text, assessing whether 10R18 the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ELAGSE9- Determine or clarify the meaning of unknown and multiple meaning words and 10L4 phrases based on grades 9-10 reading and content ELAGSE9- Demonstrate understanding of figurative language, word relationships and nuances 1010L5 in word meanings ELAGSE9- Apply knowledge of language to understand how language functions in different 10L3 contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening and to write and to edit, so that it conforms to the guidelines in a style manual ELAGSE9- Demonstrate command of conventions of standard English grammar and usage 10L1 when writing or speaking Page 3 of 28 ELAGSE9- Acquire and use accurately general academic and domain-specific words and 10L6 phrases, sufficient for reading, writing and speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression ELAGSE9- Produce clear and coherent writing in which the development and organization and 12W4 style are appropriate to task, purpose and audience ELAGSE9- Develop and strengthen writing as needed by planning, revising, editing, rewriting or 12W5 trying a new approach, focusing on addressing what is most significant for a specific purpose and audience ELAGSE9- Use technology, including the Internet, to produce, publish and update individual or 10W6 shared writing projects, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. ELAGSE9- Conduct short as well as sustained research projects to answer a question(including 12W7 a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate ELAGSE9- Gather relevant information from multiple authoritative print and digital resources, 12W8 using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate the information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation ELAGSE9- Draw evidence from literary or informational texts to support analysis, reflection and 12W9 research ELAGSE11- Analyze the impact of the author’s choices regarding how to develop and relate 12RL3 elements of a story or drama ELAGSE11- Determine the meaning of words and phrases as they are used in the text, including 12RL4 figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. ELAGSE11- Analyze how the author’s choices concerning how to structure specific parts of a 12RL5 text contribute to its overall structure and meaning as well as its aesthetic impact. ELAGSE11- Analyze a case in which grasping point of view requires distinguishing what is directly 12RL6 stated in a text from what is really meant(e.g., satire, sarcasm, irony or understatement ELAGSE11- Analyze multiple interpretations of a story drama or poem or live production of a 12RL7 play or recorded novel or poetry ELAGSE11- Write informative/explanatory texts to examine and convey complex ideas, concepts 12W2 and information clearly and accurately through the effective selection, organization and analysis of content ELAGSE11- Write narratives to develop real or imagined experiences or events using effective 1212W3 techniques, well-chosen details and well- structured event sequences ELAGSE11- Initiate and participate effectively in a range of collaborative discussions(one-on- 12SL1 one, in groups, teacher led) with diverse partners on grade 11-12 topics texts and Page 4 of 28 issues, building on others ideas and expressing their own clearly and persuasively ELAGSE11- Present information, findings and supportive evidence, conveying clear and distinct 12SL4 perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. ELAGSE11- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal 12SL6 English when indicated or appropriate. ELAGSE11- Determine or clarify the meaning of unknown and multiple meaning words and 12L4 phrases based on grades 11-12 reading and content, choosing flexibility from a range of strategies ELAGSE11- Demonstrate understanding of figurative language, word relationships and nuances 12L5 in word meanings ELAGSE11- Acquire and use accurately general academic and domain-specific words and 12L6 phrases, sufficient for reading, writing and speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression Page 5 of 28 Curriculum Vocabulary Rhythm Meter Rhyme Scheme Theme Tone Conflict Exposition Rising Action Plot Outline Climax Falling Action Denouement Dynamic Character Static Character Flat Character Round Character Compare Contrast Archetype Vaudeville Minstrel Acts Uncle Tom Poetry Symbolism Characterization Protagonist Irony Persona Hubris Flashback Personification Couplet Chapbook Stanza Rhythm- Rhythm is derived from rhythmos
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