English I Unit 4

Big Idea:

Make inferences and draw conclusions about the structure and elements of drama and provide evidence of understanding

Student Expectations:

Priority TEKS

4(A)[Supporting] explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text

5(B)[Readiness] analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

Focus TEKS

3(A)[Supporting] analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry

2(C)[Supporting] relate the figurative language of a literary work to its historical and cultural setting

7(A)[Supporting] explain the role of irony, sarcasm, and paradox in literary works

12(D)[Supporting] evaluate changes in formality and tone within the same medium for specific audiences and purposes

14(C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.

Ongoing TEKS

19(B) [Readiness] make complex inferences about text and use textual evidence to support understanding.

1(A) [Supporting] determine the meaning of grade‐level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes

1(B) [Readiness] analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

1(E) [Readiness] use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology

13(B) [Readiness] structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open‐ ended situations that include transitions and the rhetorical devices used to convey meaning

15(A) [Readiness] write an [analytical] essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures

(ii) rhetorical devices, and transitions between paragraphs

(iii) a controlling idea or thesis

(iv) an organizing structure appropriate to purpose, audience, and context

(v) relevant information and valid inferences

15(C) [Supporting] write an interpretive response to an expository or a literary text (e.g., essay or review) that:

(i) extends beyond a summary and literal analysis

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices

1C) infer word meaning through the identification and analysis of analogies and other word relationships;

1(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and

24(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

24(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

24(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning.

25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

Student Learning Targets:

• I will analyze particular scenes and explain their contribution to the meaning of the play.
• I will explain how the symbolism affects the plot.
• I will analyze Shakespeare’s use of allusion to explain historical concepts.
• I will write a found poem using meter and rhyme scheme for a particular theme.
• I will demonstrate the use of characterization of an archetype to enhance the plot of the play.
• I will explain the use of figurative language and its effect on historical and cultural setting.
• I will explain the role of irony, sarcasm, and paradox in the play.

Essential Questions:

• What is the most important scene of the play and how does it affect the plot?
• What symbolism does the author use and what role does it play in the plot?
• Why does Shakespeare use allusions and are they effective in this play?
• In what ways does the characterization of the conspirators help to establish theme?
• Does your poem make sense and what structures did you use to make it effective in showing theme?
• In what ways does Shakespeare use irony, sarcasm, and paradox to enhance his play and how the tone is used for specific audiences?

Extra Information:

Adopted Textbook: Texas Treasures - Course 4, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center