Unit4DramaSLM


 * Learning Focused Unit Overview**

Topic: Drama Days: 10-14 Days Grade: 11 Subject Area(s): English Language Arts


 * Key Learning: A reader must use a variety of elements when analyzing and interpreting drama. ||

How can a reader interpret and analyze drama to develop a meaningful response? || Elements of Drama || **Concept:** Author’s Craft || **Concept:** Literary Elements || **Concept:** Multiple Interpretations || -How can a reader or audience identify and analyze the elements of drama? -How do characteristics of drama set it apart from other text genres? -How do plays structure plot? -How can a reader determine the meaning of words and phrases used in a text? -How do playwright’s use irony in drama? || **Lesson Essential Questions:** -How can a reader determine a playwright’s perspective and purpose in a text? -How does contextualization impact how I interpret and analyze a drama? || **Lesson Essential Question:** -How do playwrights effectively develop characters? -How does setting influence characters and action in a play? -How do playwrights effectively develop theme? || **Lesson Essential Questions:** -How are drama texts interpreted? -How do interpretations of a source text impact our understanding of a drama? -How are interpretations different from the source text? || Genre Drama Composition Cast of Characters Stage Directions Act Scene Monologue Soliloquy Aside Domestic Tragedy Classical Tragedy Tragic Hero Dramatic Plot Structure Vocabulary in Context Dramatic Irony || **Vocabulary:** Playwright Author Background Playwright Perspective Audience Purpose Setting Context (publication and reading) Allegory || **Vocabulary:** Characterization Foil Setting Theme || **Vocabulary:** Source Text Medium Compare Contrast ||
 * **Essential Unit Question:**
 * **Concept**:
 * **Lesson Essential Questions:**
 * **Vocabulary**:

Identify the composition of the play structure and appropriate sub-genre elements. Apply context clues and reference aids to determine meaning of words and phrases in the text. Identify examples of dramatic irony in the play and explain how they impact audience engagement. || Identify audience(s)/context(s) and discuss how successful the author achieves his or her purpose. Identify significant dates for interpretation/contextualization: setting, publication, and audience, and discuss the impact on the text. || Identify setting and explain its impact on the characters and action of the play. Identify and support themes in the play using knowledge and understanding of characters, plot and setting. || Evaluate the effectiveness of an interpretation. ||
 * **__KNOW__** || **__UNDERSTAND__** || **__DO__** ||
 * Conventions of Drama || Works of drama conform to conventions set by the genre. || Identify conventions and explain its function in the text.
 * Playwright Purpose and Audience || Playwrights select literary elements based on their purpose for writing and audience. || Identify author’s purpose and discuss how selected literary elements achieve that purpose.
 * Literary Elements of Plays || Authors utilize literary techniques and devices in order to develop themes within their works. || Identify characters and elements of characterization in a play.
 * Multiple Interpretations || Dramatic productions (live or filmed) interpret written texts. || Identify similarities and differences between the source text and the interpretation.

**Additional Notes:**

Suggested Text: Arthur Miller’s //The Crucible//

__Unit Assessments:__
 * //Reading/Concept Comprehension (CC/LFS)//: Content Test
 * //Common Core/Learning Focused Strategies Skills Achievement//: District Cold Read
 * //Writing//: Multiple Interpretation-In Class
 * //Writing/Research//: Mini Research Project/Presentation

**//Reading/Concept Comprehension (CC/LFS)//****: Content Test** **//Common Core/Learning Focused Strategies Skills Achievement//****: District Cold Read**

//__Standards for Reading:__//

**RSL #3**— Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

**RSL #4**—Determine the meaning of words and phrases as they are used in the text, including 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.
 * Vocabulary in Context Instruction
 * Determining Meaning of Phrases in Play

//__Standards for Language:__//

**LS #4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 11–12 reading and content//, choosing flexibly from a range of strategies.
 * 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.
 * Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., //conceive, conception, conceivable//).
 * 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, its etymology, or its standard usage.
 * 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).

**//Writing//****: Multiple Interpretation-In Class**

//__Standards for Reading:__//

**RSL #7**— Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

//__Standards for Writing:__//

**RSL #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.

Grammar: ???

**//Writing/Research//****: Mini Research Project/Presentation**

Common Core Focus Standards for MINI RESEARCH:

//__Standards for Reading:__//

RSI #7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

//__Standards for Writing:__//

**WS #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.__

**WS #8**—__Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience__; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and __following a standard format for citation.__

//__Standards for Speaking and Listening:__//

**WS #2**— __Present information, findings, and supporting evidence, conveying a clear and distinct 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.

**WS #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.

**WS #6**— Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

**Research:** English 11

Information Problem—Establishing Background to Interpret and Analyze a Literary Text

Possible Projects: Group Research Lesson Presentations, Paired Research Brochure Presentations

**Key Learning:** Information literacy is essential to effective problem solving.

**Unit Essential Question:** How can I solve an information problem?

Big6 Search (basic/advanced) Source Type Source Information Research Product Expectations Standard Citation Format || When presented with a question or problem that requires additional information, good researchers break the process into steps. The research process results in a product that appropriately presents information for a defined audience and purpose. || Define a task by choosing a topic or refining a given topic. Find the best sources. Read and take notes from identified sources. Create an outline to organize ideas. Evaluate Sources Prepare a references list using a standard citation format. Cite information appropriately in research product. Evaluate research product effectiveness and research process efficiency. ||
 * **Know** || **Understand** || **Do** ||
 * Information problem

//Additional Notes:// Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.

Possible Approach to Research: Big6
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//Possible Research Topics://
 * Puritan life, religion and beliefs
 * Witchcraft in the 16th and 17th Centuries
 * The Salem Witch Trials
 * Joseph McCarthy; Hearings of the 1950s
 * Communism and the House of Un-American Activities Committee
 * The Red Scare and Blacklists
 * Arthur Miller
 * “Witch Hunts” in America