Grade 12 Quarter 3 Number of Unit 3.1. Reading Drama: Craft, Structure, & Integration (Multiple Adaptations of a Single Work)

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1 Grade 12 Quarter 3 Number f Unit 3.1 Reading Drama: Craft, Structure, & Integratin (Multiple Adaptatins f a Single Wrk) Number f Instructinal Days OVERVIEW Students will analyze a case in which grasping a pint f view requires distinguishing what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement). Additinally, they will analyze multiple interpretatins f a stry, drama, r pem (e.g., recrded r live prductin f a play r recrded nvel r petry), evaluating hw each versin interprets the surce text. (Include at least ne play by Shakespeare and ne play by an American dramatist.) Students will cmpse an infrmatinal/explanatry piece cmparing and /r cntrasting literary elements f the fcus pieces f the unit. Students are als expected t acquire and use accurately general academic and dmainspecific wrds and phrases, sufficient fr reading, writing, speaking, and listening at the cllege and career readiness level. It is expected that students will demnstrate independence in gathering vcabulary knwledge when cnsidering a wrd r phrase imprtant t cmprehensin r expressins. ESSENTIAL QUESTIONS When reading (insert title f literary/dramatic text), hw des the speaker s use f satire, sarcasm, irny and/r understatement reveal his/her pint f view? When analyzing multiple versins f (insert title f literary/dramatic text frm Shakespeare/ an American drama), hw des each differ in their interpretatin f the primary text? Hw d tw r mre texts frm a specified literary perid (18 th, 19 th r early 20 th ) f American Literature reflect similar themes r tpics? Hw d the authr s chices regarding craft and structure (reasning, use f evidence, rhetric, stance, links amng ideas, pints f emphasis, wrd chice and tne) generate deeper meaning?

2 CONCEPTS TO BE USED AND SKILLS TO BE LEARNED WRITE infrmative/explanatry texts EXAMINE and CONVEY cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. SELECT,ORGANIZE and ANALYZE cntent INTRODUCE a tpic ORGANIZE cmplex ideas, cncepts BUILDING each new element n that which it precedes it t CREATE a unified whle USE frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. DEVELOP the tpic thrughly SELECT the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. USE apprpriate and varied transitins and syntax LINK the majr sectins f the text, create chesin CLARIFY the relatinships amng cmplex ideas and cncepts. USE precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. ESTABLISH and MAINTAIN a frmal style and bjective tne USE the nrms and cnventins f the discipline in which they are writing. PROVIDE a cncluding statement r sectin SUPPORT the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). ANALYZE an essential pint f view DISTINGUISH what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement) ANALYZE multiple interpretatins f a stry, drama, r pem (e.g., recrded r live prductin f a play r recrded nvel r petry) EVALUATE hw each versin INTERPRETS the surce text. (Include at least ne play by Shakespeare and ne play by an American dramatist.) ACQUIRE and USE accurately academic and dmain-specific wrds and phrases, sufficient fr reading, writing, speaking, and listening at the cllege and career readiness level

3 DEMONSTRATE independence in GATHERING vcabulary knwledge when CONSIDERING a wrd r phrase imprtant t cmprehensin r expressin FOCUS STANDARDS RL Analyze a case in which grasping a pint f view requires distinguishing what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement). RL Analyze multiple interpretatins f a stry, drama, r pem (e.g., recrded r live prductin f a play r recrded nvel r petry), evaluating hw each versin interprets the surce text. (Include at least ne play by Shakespeare and ne play by an American dramatist.) RL Demnstrate knwledge f eighteenth-, nineteenth- and early-twentiethcentury fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics. W Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. A. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. B. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. C. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. D. Use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. E. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. F. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). SL Evaluate a speaker s pint f view, reasning, and use f evidence and rhetric, assessing the stance, premises, links amng ideas, wrd chice, pints f emphasis, and tne used.

4 REINFORCING STANDARDS RL Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text, including determining where the text leaves matters uncertain. RL Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. RL Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). RL Determine the meaning f wrds and phrases as they are used in the text, including figurative and cnntative meanings; analyze the impact f specific wrd chices n meaning and tne, including wrds with multiple meanings r language that is particularly fresh, engaging, r beautiful. (Include Shakespeare as well as ther authrs.) RL Analyze hw an authr s chices cncerning hw t structure specific parts f a text (e.g., the chice f where t begin r end a stry, the chice t prvide a cmedic r tragic reslutin) cntribute t its verall structure and meaning as well as its aesthetic impact. SL Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. A. Cme t discussins prepared, having read and researched material under study; explicitly draw n that preparatin by referring t evidence frm texts and ther research n the tpic r issue t stimulate a thughtful, well-reasned exchange f ideas. B. Wrk with peers t prmte civil, demcratic discussins and decisin-making, set clear gals and deadlines, and establish individual rles as needed. C. Prpel cnversatins by psing and respnding t questins that prbe reasning and evidence; ensure a hearing fr a full range f psitins n a tpic r issue; clarify, verify, r challenge ideas and cnclusins; and prmte divergent and creative perspectives. D. Respnd thughtfully t diverse perspectives; synthesize cmments, claims, and evidence made n all sides f an issue; reslve cntradictins when pssible; and determine what additinal infrmatin r research is required t deepen the investigatin r cmplete the task. L Acquire and use accurately general academic and dmain-specific wrds and phrases, sufficient fr reading, writing, speaking, and listening at the cllege and career readiness level; demnstrate independence in gathering vcabulary knwledge when cnsidering a wrd r phrase imprtant t cmprehensin r expressins. RECURRING STANDARDS

5 RL By the end f grade 11, read and cmprehend literature, including stries, dramas, and pems, in the grades 11 CCR text cmplexity band prficiently, with scafflding as needed at the high end f the range. RI By the end f grade 11, read and cmprehend literary nnfictin in the grades 11 CCR text cmplexity band prficiently, with scafflding as needed at the high end f the range. SL Adapt speech t a variety f cntexts and tasks, demnstrating a cmmand f frmal English when indicated r apprpriate. CLARIFYING THE STANDARDS RL In the previus grade span, 9-10, students analyze a particular pint f view r cultural experience reflected in a wrk f literature frm utside the United States, drawing n a wide reading f wrld literature. In the span, students fcus their pint f view analysis n distinguishing what is directly stated in a text frm what is really meant (e.g., satire, sarcasm, irny, r understatement). In grades 9 and 10, students shuld have mastered analyzing the representatin f a subject r a key scene in tw different artistic mediums, including what is emphasized r absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall f Icarus). They nw apply this skill thrugh analysis f multiple interpretatins f a stry, drama, r pem (e.g., recrded r live prductin f a play r recrded nvel r petry), evaluating hw each versin interprets the surce text. (Include at least ne play by Shakespeare and ne play by an American dramatist.) Befre their junir and senir years, students analyze hw an authr draws n and transfrms surce material in a specific wrk (e.g., hw Shakespeare treats a theme r tpic frm Ovid r the Bible r hw a later authr draws n a play by Shakespeare). Nw, students demnstrate knwledge f eighteenth-, nineteenth- and early-twentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics. SL In grades 9 and 10, students evaluate a speaker s pint f view, reasning, and use f evidence and rhetric, assessing the stance, premises, links amng ideas, wrd chice, pints f emphasis,

6 Bellw, Saul. The Adventures f Augie March Brges, Jrge Luis. The Garden f Frking Paths Gd... Watching Were Eyes Their Neale. Zra Hurstn, Faulkner, William. As I Lay Dying Hemingway, Ernest. A Farewell t Chekhv, Antn. Hme Fitzgerald, F. Sctt. The Great Gatsby Jewett, Sarah Orne. A White Hern Melville, Herman. Billy Budd, Sailr Dstevsky, Fydr. Crime and Punishment Letter Scarlet The Nathaniel. Hawthrne, 4 and tne used. As students mve t grade 11-12, they cntinue this wrk. The standard remains unchanged. APPENDIX B Grades 11 ccr text exemplars Chaucer, Geffrey. The Canterbury Tales de Cervantes, Miguel. Dn Quixte Austen, Jane. Pride and Prejudice Pe, Edgar Allan. The Cask f Amntillad

7 Craft - An art, trade, r ccupatin requiring special skill. Authr;s craft is the style and techniques a writer uses t create an interesting piece. Cunter Claim - A claim made t ffset anther claim Cnntatin - Refers t the assciatin that are cnnected t a certain wrd r the emtinal suggestins related t that wrd. Cnjunctive - serving t cnnect; serving t cnnect tw clauses r sentences, as hwever Claim - An assertin f smething as a fact: He made n claims t riginality. Characterizatin- prtrayal; descriptin: the actr's characterizatin f a plitician. The creatin and cnvincing representatin f fictitius characters. Argument - The setting frth f reasns tgether with a cnclusin drawn frm them, based n validated evidence. whle. smething ( such as a text, tpic, etc.) t cme t a mre thrugh understanding f the their relatinships. It can als include examining the parts f and features essential its determining f r smething f nature the studying f methd and prcess The - Analysis Terminlgy Hansberry, Lrraine. A Raisin in the Sun Syinka, Wle. Death and the King s Hrseman: A Play Wilder, Thrntn. Our Twn: A Play in Three Acts Miller, Arthur. Death f a Salesman Baptiste Pquelin. Tartuffe Wilde, Oscar. The Imprtance f Being Earnest Mrrisn, Tni. The Bluest Eye Garcia, Cristina. Dreaming in Cuban Lahiri, Jhumpa. The Namesake Drama Shakespeare, William. The Tragedy f Hamlet...153

8 Delineate - T prtray in wrds; describe r utline with precisin Dentatin - The explicit r direct meaning r set f meanings f a wrd r expressin, as distinguished frm the ideas r meanings assciated with it r suggested by it; the assciatin r set f assciatins that a wrd usually elicits fr mst speakers f a language, as distinguished frm thse elicited fr any individual speaker because f persnal experience. Cmpare cnntatin. Dictin - Style f speaking r writing as dependent upn chice f wrds: gd dictin. The accent, inflectin, intnatin, and speech-sund quality manifested by an individual speaker, usually judged in terms f prevailing standards f acceptability; enunciatin. Evaluate - T judge r determine the significance, wrth, r quality f; assess Evidence - Facts, figures, details, qutatins, r ther surces f data and infrmatin that prvides supprt fr claims r an analysis and that can be evaluated by thers; shuld appear in a frm and be derived frm a surce widely accepted as apprpriate t a particular discipline. Figurative language - Language used t create a special effect r feeling. It is characterized by language that cmpares (simile/metaphr) exaggerates (hyperble), and means smething ther than what it first appears t mean. Other figurative language techniques are persnificatin, alliteratin, nmatpeia, idims, etc. Frmal Style - Speech r writing marked by precise use f language. Cntrast with infrmal style. Imagery - the frmatin f mental images, figures, r likenesses f things, r f such images cllectively: the dim imagery f a dream. Infrmal Style - Speech r writing marked by casual, familiar, and smetimes cllquial (slang) use f language. Infrmatinal Text - Text designed t cnvey factual infrmatin rather than tell a stry. Infrmatinal text may emply techniques such as lists, cmparing/cntrasting, cause and effect, graphs and charts. Literary Text - Text designed t cnvey imaginative infrmatin and perhaps tell a stry. Pint f View - The perspective frm which a speaker r writer recunts a narrative r presents infrmatin. Reflectin - Careful thught r cnsideratin. Rhetric - The art f speaking and writing effectively.

9 Structure - Anything cmpsed f parts arranged tgether in sme way; an rganizatin; The relatinship r rganizatin f the cmpnent parts f a wrk f art r literature: the structure f a pem. Subjunctive - Nting r pertaining t a md r mde f the verb that may be used fr subjective, dubtful, hypthetical, r grammatically subrdinate statements r questins, as the md f be in if this be treasn. Summarize - T state r express in a cncise frm. Syntax - The study f rules fr the frmatin f grammatical sentences in a language. The study f the patterns f frmatin f sentences and phrases frm wrds. Synthesize - T frm a new idea frm many parts r elements ( ppsed t analyze): t synthesize a statement. Theme - A central idea, cncern, r purpse in a literary wrk. Verbals - A wrd, particularly a nun r adjective, derived frm a verb. Vice - The literary term used t describe the individual writing style f an authr. Vice was generally cnsidered t be a cmbinatin f a writer's use f syntax, dictin, punctuatin, character develpment, dialgue, etc.,

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