World History curriculum June 2011. Web viewCCSS.ELA-Literacy.W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

Wethersfield Public SchoolsCourse Outline

Course Name: World Humanities/English Interdisciplinary

Department: EnglishGrade(s): 9Level(s): HonorsCourse Number(s): 19005Credits: 1 credit

Course Description: This full-year course will teach world literature. The curriculum will cover the origins and foundations of great literature from ancient civilizations to medieval times. The course will also integrate art and music into the study of World Literature.

Required Instructional Materials:The Language of Literature: World Literature, McDougal Littell, 2006Vocabulary Workshop Level D

Revised/Approval Date: April 2013Approved Administrative Team 9/25/13Approved Student Programs and Services Committee 10/1/13

Authors/Contributors: Stephanie McKenna, Kerry Zaleski

World Humanities/English Interdisciplinary Page 1

Course Connections to Common Core State Standards

LITERATURE

Key Ideas and Details

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development 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.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including 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).

CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.


http://www.corestandards.org/ELA-Literacy/RL/9-10/10/









INFORMATIONAL TEXT

Key Ideas and Details

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development 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.

CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


http://www.corestandards.org/ELA-Literacy/RI/9-10/6/






WRITINGThe following Common Core State Standards are integrated throughout each unit of study,

but not specified within the unit objectives.

Text Types and Purposes

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


http://www.corestandards.org/ELA-Literacy/W/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/

Production and Distribution of Writing

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.









SPEAKING AND LISTENING

The following Common Core State Standards are integrated throughout each unit of study, but not specified within the unit objectives.

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


http://www.corestandards.org/ELA-Literacy/SL/9-10/5/



LANGUAGEThe following Common Core State Standards are integrated throughout each unit of study,

but not specified within the unit objectives.

Conventions of Standard English

CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.

CCSS.ELA-Literacy.L.9-10.2c Spell correctly.

Knowledge of Language

CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


http://www.corestandards.org/ELA-Literacy/L/9-10/3/a/

http://www.corestandards.org/ELA-Literacy/L/9-10/1/

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit.

Title: Overarching Skills

Enduring Understandings Essential Questions

● World literature reflects different cultural experiences and interpretations.

● How can pieces of world literature be interpreted differently?

Objectives (skills)● Students will be able to read and comprehend literary and informational texts

independently and proficiently (RL.9-10.10). ● Students will be able to interpret literature from different cultural eras and perspectives

(RL.9-10.1, 6, 7, 9).

Instructional Support Materials The Language of Literature: World Literature, McDougal Littell, 2006 Additional texts and resources are specified in each unit.

Suggested Instructional Strategies Online activities (My Big Campus,

blogs, etc.) Cooperative learning Jigsaw Modeling note-taking strategies PowerPoint presentations

Inspiration software lessons Use of graphic organizers Participate in discussions and

debates View relevant videos/DVDs

Suggested Assessment Methods School-wide Higher Order Thinking

Skills rubric School-wide Communication Rubric School-wide Technology Skills

Rubric School-wide Problem Solving

Rubric SBAC Reading 3-Point Rubric SBAC Brief Writing 3-Point Rubric SBAC 4-Point Informative-

Explanatory Writing Rubric SBAC 4-point Argumentative

Writing Rubric

SBAC 4-Point Speech Rubric Online activities and blogs Completed graphic organizers Teacher assessment of group

activities Student self-evaluation/reflection

sheet Evaluate types/level of students’

questions Mini-research activities● Quiz/Test on texts● Diary, journal, or letter writing


Unit 1: Foundations of LiteratureTime Frame: SeptemberLength of Unit: 4 weeks


● World literature reflects different cultural experiences

● How do myths reflect the beliefs of a culture?

● How are myths from different cultures similar and different from each other?

● How does symbolism reflect meaning?

Objectives (knowledge and skills) Students will be able to analyze different cultural experiences reflected in world literature

(RL.9-10.6). Students will be able to identify different types of symbolism reflected in world literature

(RL.9-10.4; L.9-10.5). Students will be able create their own origin myth (W.9-10.3).

Instructional Support Materials Videos/DVDs/CDs Mythology by Edith Hamilton (with focus on creation myths) The Language of Literature

o From Genesis: Creation and the Fall and Noah and the Floodo From The Epic of Gilgamesho From The Koran: The Exordium, Faith in God, Night, and Daylighto From Rig Veda: Creation Hymn and Burial Hymno Popul Vuho How the World Was Created from a Drop of Milk

Vocabulary Workshop D

Suggested Instructional Strategies Cooperative learning Jigsaw PowerPoint presentations View relevant videos/DVDs

Visit relevant websites Online posts to discussion boards Use of multi-media resources

Suggested Formative Assessment Methods Ongoing classroom discussions Formative in-class writing responses Summer Reading Response

Suggested Summative Assessment: Performance Task


Mythology Project: students will create a myth explaining an origin/creation of your choice and create a visual reflecting the meaning of it. Students will present their myths to the class.

Unit 2: Branching ThoughtsTime Frame: OctoberLength of Unit: 3 weeks


An effective argument includes the use of appropriate word choice, tone, and expression.

How can an effective argument change someone’s mind?

What are the elements of an argumentative piece?

Objectives (knowledge and skills)● Students will be able to analyze the cumulative impact of specific word choices on

meaning and tone (RL.9-10.4).● Students will craft arguments to support claims using valid reasoning and relevant and

sufficient evidence (W.9-10.1).● Students will present information, findings, and supporting evidence clearly, concisely,

and logically (SL.9-10.4).

Instructional Support Materials Language of Literature: World Literature:

o Excerpts from the Mahabharata o Excerpts from the Ramayanao Excerpts from the Panchatantra

Mandela & King speeches InterActive Reader (& video clips of these speeches) Articles by Mandela & King (about Gandhi) Gandhi film US Declaration of Independence Indian Declaration of Independence Vocabulary Workshop D

Suggested Instructional Strategies Cooperative learning Visual representations View relevant videos/DVDs


Suggested Formative Assessment Methods HUMS/Civics connection: Founding Fathers & Declaration of Independence discussions Ongoing classroom discussions Formative in-class writing responses

Suggested Summative Assessment: Performance Task


Students will create an effective argumentative piece (such as a speech or letter nominating Gandhi as a world hero) using appropriate word choice, tone, and expression. Students will present their piece orally and/or in writing.

Unit 3: Citizens of the WorldTime Frame: October/NovemberLength of Unit: 4 weeks


● Character development and interaction advances the plot and develops the theme of a piece.

● Point of view can affect one’s interpretation of texts.

● How does characterization and point of view affect the reader’s analysis of the characters?

● How does character development impact the theme?

● How can point of view affect one’s interpretation of theme?

Objectives (knowledge and skills) Students will analyze how complex characters develop, interact, and change over the

course of a text (RL.9-10.3). Students will analyze how character development advances the plot and develops the

theme (RL. 9-10.3). Students will be able to analyze a particular point of view and cultural experience

reflected in a text (RL.9-10.6).

Instructional Support Materials To Kill a Mockingbird by Harper Lee DVD The Scottsboro Boys Vocabulary Workshop D

Suggested Instructional Strategies Internet project researching the

impact of Scottsboro case on USA Cooperative learning Visual representations

View relevant videos/DVDs Visit relevant websites Online posts to discussion boards Use of multi-media resources

Suggested Formative Assessment Methods HUMS/Civics connection: Jury & jury duty discussion Tests/quizzes Ongoing classroom discussions Formative in-class writing responses Reading, characterization, and plot questions

Suggested Summative Assessment: Essay Students write a response to text, analyzing character development and theme.


Unit 4: Craft and Structure: Heroism in World LiteratureTime Frame: November/DecemberLength of Unit: 4 weeks


Heroes are central figures of many types of world literature.

Author’s use of structure affects meaning of a piece.

● How does the author’s portrayal of the hero in the text affect the reader’s interpretation?

● What are different ways heroes can be portrayed in world literature?

● How can an author effectively use structure to convey heroism?

Objectives (knowledge and skills) Students will be able to analyze the representation of a subject in different artistic

mediums (ex. texts from then and now) (RL.9-10.7). Students will analyze how an author draws on and transforms source material in a

specific work (RL.9-10.9). Students will analyze how an author’s choice concerning how to structure a text, order

events within it, creates such effects as mystery, tension, or surprise (RL.9-10.5).

Instructional Support Materials The Language of Literature

o Poetry by Sapphoo Pericles’ Funeral Oration by Thucydideso Mandela’s tribute to Stephen Bikoo (YouTube) Biko song by Peter Gabrielo Oedipus the King by Sophocles

Vocabulary Workshop D

Suggested Instructional Strategies Cooperative learning Visual representations View relevant videos/DVDs/songs


Suggested Formative Assessment Methods Comparison of different representations of hero Discussion of tragedy and tragic hero Define and identify poetic and dramatic elements

Suggested Summative Assessment: Written Response Students create a response focusing on heroism in texts. Response may include essay,

song lyrics, poetry, etc.


Unit 5: Perceptions of HelenTime Frame: December/JanuaryLength of Unit: 2 weeks


Complex characters develop over time and advance the plot or theme.

The same subject matter can be presented in different ways, depending on the author’s point of view and cultural influence.

How does author’s characterization choice affect plot?

How do characters create reasons to support their decisions?

How do culture, history, religion, and literature elements influence an author’s portrayal of a topic?

Objectives (knowledge and skills) Students will analyze how complex characters develop over the course

of a text and advance the plot or develop the theme (RL.9-10.3). Students will analyze a particular point of view or cultural experience

reflected in a work of literature (RL.9-10.6) Students will cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text (RL.9-10.1).

Instructional Support Materials Helen of Troy film (USA movie version of The Iliad) The Language of Literature: World Literature

o The Aeneid: The Fall of Troyo Helen of Troy by Sara

Teasdale

o To Helen by Edgar Allan Poeo Mythology by Edith Hamilton

Suggested Instructional Strategies Cooperative learning Online posts & activities (My

Big Campus) and discussions Close reading of texts

(analyze Helen)

Visual representations View relevant videos/DVDs/songs Visit relevant websites Use of multi-media resources Argument protocol

Suggested Formative Assessment Methods Ongoing classroom discussions focusing on Helen’s evolution and analysis of Ancient

Greeceo Analyze the representation of Helen in different mediums

(mythology, poetry, epic literature, film), including what is emphasized or absent in each treatment.

Formative in-class writing responses Reading, characterization, and plot questions


Suggested Summative Assessment: Written Response Write a narrative essay to examine the complex idea of Helen’s identity, and do this

clearly and accurately through the effective selection, organization, and analysis of content. Use multiple sources to support ideas, and cite those sources accurately.


Unit 6: Epic LiteratureTime Frame: February/MarchLength of Unit: 4 weeks


● Author’s use of characterization can have a cumulative impact on the central idea of the text.

How does the author’s use of characterization impact the theme?

How does author’s cultural background affect the portrayal of the epic and epic hero?

Objectives (knowledge and skills)● Students will determine a theme or central idea of a text and analyze in detail its

development (RL.9-10.2).● Students will analyze how complex characters can advance the plot or develop the theme

(RL.9-10.3).● Students will analyze how an author’s choices concerning how to structure a text create

such effects such as mystery, tension, and surprise (RL.9-10.5).● Students will analyze a particular cultural experience reflected in a work of literature

(RL.9-10.6).

Instructional Support Materials The Odyssey by Homer Poetry inspired by The Odyssey O Brother Where Art Thou film (2000) Vocabulary Workshop D



Suggested Formative Assessment Methods My Big Campus activity analyzing Penelope HUMS/History connection: Res Gestae project Ongoing classroom discussions Formative in-class writing responses Reading, characterization, and plot questions

Suggested Summative Assessment: Group Project Students draw upon their own cultural backgrounds to collaborate and create a film/skit

that interprets a scene from The Odyssey.


Unit 7: Anglo-Saxon LiteratureTime Frame: March/AprilLength of Unit: 4 weeks


Characters can be portrayed in different ways, depending on the time period and culture of the author.

An author’s background and era can impact ways readers interpret characters and themes.

● How has Western idea of hero evolved?● What is the difference between a hero

and an antihero?● How can a reader empathize with a

character?● How is philosophy shown in literature?

Objectives (knowledge and skills)● Students will analyze a particular point of view reflected in a work of literature (RL.9-

10.6).● Students will analyze the representation of a subject in two different artistic mediums

(RL.9-10.7).● Students will analyze how an author draws on and transforms source material in a

specific work (RL.9-10.9).

Instructional Support Materials Beowulf film (2007) Grendel by John Gardner Evildoer article by Matthew Gurewitsch (Smithsonian Magazine, April 2006) Vocabulary Workshop D

Suggested Instructional Strategies My Big Campus activity –

background to Beowulf story Cooperative learning Visual representations

View relevant videos/DVDs/songs Visit relevant websites Online posts to discussion boards Use of multi-media resources

Suggested Formative Assessment Methods HUMS/History Joint Assessment: Collaborate to do mini-research for Castle Siege

projecto Research a topic about medieval Europe

Ongoing classroom discussions Formative in-class writing responses Reading, characterization, and plot questions

Suggested Summative Assessment: Written Assessment● Students will write an essay analyzing article Evildoer and connect it to Grendel

(insightful thinking about text and analysis of text and quotations).

Unit 8: Asian Poetry


Time Frame: 1-2 weeksLength of Unit: May


● The use author’s craft sets the mood, tone, and meaning of the text.

● How do different structures in a piece impact meaning?

● How does the author’s use of word choice set the tone and mood?

● How does figurative language affect the meaning of a text?

Objectives (knowledge and skills)● Students will cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text (RL.9-10.1).● Students will determine and analyze a theme or central idea and its development over the

course of text (RL.9-10.2).● Students will determine the meaning of words and phrases as they are used in the text

(RL.9-10.4)● Students will analyze the cumulative impact of specific word choices on meaning and

tone (RL.9-10.4)● Students will analyze how an author’s choices concerning how to structure a text create

such effects as mystery, tension, or surprise (RL.9-10.5).

Instructional Support Materials The Language of Literature: World Literature

o Unit 3: Chinese and Japanese Literature



Suggested Formative Assessment Methods Ongoing classroom discussions Formative in-class writing responses Analyze literary and poetic elements Questions about author’s craft

Suggested Summative Assessment: Joint Humanities Asia Assessment Students will create own poems in the style of ancient Chinese and Japanese poetry. The

students’ topics for the HUMS/History Joint Medieval Asia Assessment will be the inspiration for their poems.

Unit 9: Romeo and Juliet


Time Frame: 4 weeksLength of Unit: May/June


The author’s use of word choice and structure affect the theme of the text and character development.

How have Western tragedies (i.e. tragic elements, tragic hero) changed over the centuries but also remained the same?

How does the author’s use of dramatic elements affect characterization and advance the plot of the text?

Objectives (knowledge and skills)● Students will determine the meaning of words and phrases as they are used in the text and

analyze the cumulative impact of specific word choices on meaning and tone (RL.9-10.4).

● Students will analyze how an author’s choices concerning how to structure a text create such effects as mystery, tension, or surprise (RL. 9-10.5).

● Students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (RL.9-10.7).

● Students will analyze how an author draws on and transforms source material in a specific work (RL.9-10.9).

Instructional Support Materials● Romeo and Juliet by William Shakespeare● DVD film versions of Romeo and Juliet● Different renditions of Romeo and Juliet’s Prologue

Suggested Instructional Strategies My Big Campus activity analyzing

prologues Cooperative learning Visual representations

View relevant videos/DVDs/songs Visit relevant websites Online posts to discussion boards Use of multi-media resources

Suggested Formative Assessment Methods Ongoing classroom discussions Memorize and perform Prologue Formative in-class writing responses Reading, characterization, and plot questions

Suggested Summative Assessment: Written Assessment Students will write a response comparing and contrasting different film versions to the

written version of Romeo and Juliet, focusing on the analysis of tragic elements.


Documents

World History curriculum June 2011. Web viewCCSS.ELA-Literacy.W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,