English Language Arts

McDougal Littell

Grade: / Part: / Unit: 11
HS- English 2 / 4: World Classics / Shakespearean Drama: THE TRAGEDY OF JULIAS CAESAR
*IN DRAMA *IN MEDIA
Essential Question: / Literary Workshop: / Writing Workshop: / Speaking and Listening
When does ambition lead to tragedy? / Characteristics of Shakespearean Tragedy / Comparing a Play and a Film / Dramatic Reading
Assessment Practice: / Great Reads:
Shakespearean Drama / Ideas for Independent Reading
Vocabulary Strategies: / Academic Vocabulary:
·  Shakespearean tragedy
·  Soliloquy
·  Aside
·  Dramatic irony
·  Blank verse
·  Mise en scene
The Arizona Essential Course of Study
Literature:
·  Analysis Workshop: Argument and Persuasion
o  The Tragedy of Julius Caesar
o  Act One
o  Act Two
o  Act Three
o  Act Four
o  Act Five
Nonfiction and Informational Material:
·  Julius Caesar at the Public Theater: Theater Reviews
Writing:
·  Comparing a Play and a Film
Speaking, Listening, and Media:
·  Film Clip: from Julius Caesar
·  Dramatic Reading
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
LITERARY ANALYSIS
·  Identify characteristics of Shakespearean drama
V-R-4: HI-17: describing the plot and its components. (e.g., main events, conflict, rising action, climax, falling action and resolution.)
·  Identify and analyze soliloquy, aside, dramatic irony, rhetorical devices, and blank verse.
V-R-4: HI-35: interpreting figurative language, including simile, metaphor, personification, hyperbole, symbolism, and imagery in a literary selection. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / SPEAKING, LISTENING, AND VIEWING
·  Identify, analyze, and evaluate the mise en scene
V-R-4:HI-16: describing the setting from a fictional text.
·  Compare your response to a critical review
V-LS-1:HI-6: responding to social conversations by rephrasing/repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.
V-LS-1:HI-7: offering and justifying opinions and ideas in response to questions and statements in academic discourse.
V-LS-2:HI-7: report detailed information on a topic supported by concrete details, commentary, and examples in complete sentences.
·  Create a shooting script
V-W-4:HI-4: using appropriate format for the type of writing. (e.g., letter, poem, narrative, essay).
V-W-3: HI-2: using a variety of organizational strategies (e.g., outline, chart, table, graph, Venn diagram, web, story map, plot line, thinking maps, etc.) to plan writing.
V-W-3: HI-17 presenting writing in a format (e.g., oral presentation, manuscript, multimedia*) appropriate to audience and purpose. *Technology (PowerPoint, Word, etc.)
·  Deliver a dramatic reading
V-LS-1: HI-6: responding to social conversations by rephrasing/ repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.
V-LS-2: HI-2: presenting dialogue, skits, and drama using appropriate rhythm, rate, phrasing, and expression.
ACADEMIC VOCABULARY
·  Shakespearean tragedy
·  Soliloquy
·  Aside
·  Dramatic irony
·  Blank verse
·  Mise en scene
GRAMMAR
·  Compare a film and play
V-W-3: HI-2: using a variety of organizational strategies (e.g., outline, chart, table, graph, Venn diagram, web, story map, plot line, thinking maps, etc.) to plan writing. / WRITING
·  Add descriptive details by using adjective clauses
V-W-3: HI-12: using resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.
V-W-4: HI-12: using precise vocabulary and descriptive phrases that convey the intended message.
V-LS-1: HI-3: using sensory/personality adjectives.
V-LS-1: HI-5: using demonstrative adjectives.
V-LS-1: HI-6: defining and using proper adjectives with nouns.
READING
·  Use reading strategies for reading Shakespearean language and drama
V-R-4: HI-3: formulating and confirming predictions about text for accuracy.
V-R-4: HI-4: answering literal, inferential, prediction, evaluation, and/or personal response questions about text.
V-R-4: HI-7: explaining connections made to text while reading. (text-to-text, text-to-self, and text-to-world)
·  Draw conclusions
V-R-4: HI-14: drawing conclusions from information implied or inferred in a literary selection.
·  Analyze a theater review
V-R-4: HI-25: interpreting external text within nonfiction text for a specific purpose.
V-R-4: HI-12: determining the author's point of view and/or stated or implied purpose (i.e., to inform, to persuade, to entertain).
ELL Whole Group/Additional Whole Group Resources
Students Resource Bank:
Reading Handbook
Writing Handbook
Grammar Handbook
Vocabulary and Selling Handbook
Speaking and Listening Handbook
Media Handbook
Test-Taking Handbook
Glossary of Literacy Terms
Glossary of Reading and Informational Terms
Glossary of Vocabulary in English and Spanish
Pronunciation Key
ELL Small Group/Differentiated Instruction
Academic Vocabulary
Additional Academic Vocabulary
Background
Comprehension p. 1091, p. 1093, p. 1196
Concept Support p. 1095, p. 1096, p. 1105, p. 1110, p. 1112, p. 1114, p. 1123, p. 1124, p. 1126, p. 1128, p. 1132, p. 1135, p. 1136, p. 1148, p. 1149, p. 1152, p. 1158, p. 1166, p. 1172, p. 1180, p. 1182
Culture p. 1093
Evaluate Translations / Key Academic Vocabulary p. 1206
Language p. 1087, p. 1090, p. 1091, p. 1108, p. 1195
Options for Reading
Pre-Reading
Task Support p. 1098, p. 1101, p. 1104, p. 1105, p. 1108, p. 1111, p. 1113, p. 1117, p. 1123, p. 1124, p. 1129, p. 1131, p. 1137, p. 1139, p. 1140, p. 1145, p. 1147, p. 1155, p. 1156, p. 1156, p. 1160, p. 1162, p. 1165, p. 1175, p. 1176, p. 1179
Visual Vocabulary
Vocabulary p. 1088, p. 1100, p. 1106, p. 1120, p. 1122, p. 1126, p. 1130, p. 1146, p. 1150, p. 1163, p. 1176, p. 1178
Vocabulary Strategy
Vocabulary Support p. 1099, p. 1118, p. 1119, p. 1142, p. 1143, p. 1149, p. 1159, p. 1160, p. 1166, p. 1174, p. 1188
Assessment & Additional Resources
Assessment Practice
Unit 11 pg. 1202
·  Shakespearean Drama
o  Characteristics of Tragedy
o  Conflict
o  Character
o  Plot
o  Soliloquy
o  Blank Verse
o  Adjective Clauses
Unit Tests
Write a Comparison-Contrast Essay (Comparing a Play and a Film)
Deliver a Dramatic Reading
Standards
2.1.PO1.a,
2.1PO1.e,
2.1.PO2 / 2.1.PO1.a, 2.1.PO1.e, 3.3.PO2 / 2.1.PO1.a, 2.1.PO1.c,
2.2PO1 / 2.1.PO1.e,
2.2PO1 / 1.6.PO3,
2.1.PO1.a,
2.2.PO1 / 2.1.PO1.a,
2.1.PO3 / 3.1PO6,
3.1.PO8, / VP-P1,
VP-P2 / 1.2.PO1,
3.5.PO1,
LS-P3
Shakespeare’s World
pp. 1082-1085
Informational Article
Level: Easy / Literary Analysis Workshop: Shakespearean Drama
pp. 1086-1093 / The Tragedy of Julius Caesar, Act One
pp. 1094-1115
Drama
Level: Challenging / The Tragedy of Julius Caesar, Act Two
pp. 1116-1133
Drama
Level: Challenging / The Tragedy of Julius Caesar,
Act Three
pp. 1134-1153
Drama
Level: Challenging / The Tragedy of Julius Caesar, Act Four pp. 1154-1169
Drama
Level: Challenging / The Tragedy of Julius Caesar, Act Five
pp. 1170-1185
Drama
Level: Challenging / Julius Caesar at the Public Theater
pp. 1186-1189
Theater Reviews
Level: Average / Media Study: from Julius Caesar
pp. 1190-1193 / Writing Workshop: Comparing a Play and a Film pp. 1194-1201