Region 16 hosts a "singlet" PLC. These are teachers that are the only folks on their campuses that teach English. Some of them teach two courses of English (among others) and some teach all four English courses (among others). We meet through google hangouts as often as we can to plan lessons and collect instructional materials. (We based our model on the Lead4Ward ELAR Academy model for process instruction.)
Contributors to this project are:
Kelsey Ansley
Kambria Witshe
Joie Blake
Shona Rose
What are you teaching?
English I/Reading Comprehension of Literary Texts/Drama 4A
- Understand structure and elements of drama: dramatic conventions in monologues, soliloquies, and dramatic irony enhance dramatic text and provide relevant text evidence to support.
- Make Inferences about the structure and elements of drama:how dramatic conventions in monologues, soliloquies, and dramatic irony enhance dramatic text and provide relevant text evidence to support the inference.
- Draw Conclusions about the structure and elements of drama: how dramatic conventions in monologues, soliloquies, and dramatic irony enhance dramatic text and provide relevant text evidence to support the elements.
***NOTE: English I focuses on sections of drama. You will not be reading entire plays. Since we aren’t reading the whole text, student will need an overview of the plot. Use sites like schmoop or wikipedia to give overviews and support. http://www.shmoop.com/romeo-and-juliet/
English I/Reading Comprehension of Literary Texts/Theme and Genre
- Analyze theme and genre in different cultural, historical, and contemporary contexts, providing evidence from the text to support understanding while attending to:
- how genre of texts with similar themes themes shapes meaning
- the influence of mythic, classical, and traditional literature on 20th and 21st literature
- the figurative language of a literary work to its historical and cultural setting
- Make inferences about theme and genre in different cultural, historical, and contemporary contexts, providing evidence from the text to support understanding
- how genre of texts with similar themes themes shapes meaning
- the influence of mythic, classical, and traditional literature on 20th and 21st literature
- the figurative language of a literary work to its historical and cultural setting
- Draw conclusions about theme and genre in different cultural, historical, and contemporary contexts, providing evidence from the text to support understanding
- how genre of texts with similar themes themes shapes meaning
- the influence of mythic, classical, and traditional literature on 20th and 21st literature
- the figurative language of a literary work to its historical and cultural setting
English I/Reading Comprehension of Literary Text/Sensory Language
- Understand how sensory language creates imagery in a literary text, providing text evidence to support while attending to:
- the role of irony
- the role of sarcasm
- the role of paradox
- Make inferences about how sensory language creates imagery in a literary text, providing text evidence to support while attending to:
- the role of irony
- the role of sarcasm
- the role of paradox
- Draw conclusions how sensory language creates imagery in a literary text, providing text evidence to support
- the role of irony
- the role of sarcasm
- the role of paradox
What vocabulary should you consider?
What kinds of questions should you ask?
In paragraph _____, the word _____ means ______. (be sure to include options that are nuanced - good answer and a best answer)
The dialogue in paragraphs ____ and ____ establishes that the _________ between _______ and ______ is most similar to - (be sure to include an option that represents common sense but does not have support from the passage)
Which line of dialogue provides the best evidence that ________ has ________?
The stage directions in paragraphs ____ and ____ provide evidence that for ______ (character), his/her ideas about ________ have become _________
The stage directions in paragraphs ____ and ____ emphasize ______’s _________
The reader can infer that _____________ is using _____________ to ______________
A major theme explored in this play is --
(There are stems from other grades that could be used, but these are the ones that were released for the English STAAR.Drama has only been tested one year in English I. It has never been tested in English II.)
What will students read?
The Shakespeare Stealer
- Good Nonfiction Text to Accompany the play: https://www.sct.org/Assets/Files/Press/2002-2003/shakespeare.pdf
Tragedy of Romeo and Juliet:
A Midsummer Night’s Dream- texts for pairs or independent reading and application of lessons
- Another audio source - not youtube: http://www.audiobooktreasury.com/a-midsummer-nights-dream-by-william-shakespeare-free-audio-book/
The Inspector General
Lost in Yonkers by Neil Simon
The Hitchhiker by Lucille Fletcher
The Importance of Being Earnest:
- Entire text: http://pd.sparknotes.com/lit/earnest/
How will you teach it?
Teacher Model: Select one of the texts to use as a read aloud/think aloud. For this unit, you will need to model the following things:
- How you scan the text to find a soliloquy, monologue
- How you read a soliloquy, monologue
- How you identify and interpret dramatic irony
- How you interpret stage directions
- How you identify, compare, and analyze themes in the text and across texts
- How you make inferences about characters and events
- How you read and interpret dialogue (purpose)
- How you understand vocabulary in ways that help you understand the whole text
- How you identify, analyze, and interpret figurative language in terms of the author’s purpose, craft, and message
- How you identify, analyze, and interpret irony, sarcasm, and paradox in terms of the author’s purpose, craft, and message
- How you find out about cultural, historical, and contemporary factors that impact the interpretation and use of the text both then and now
- How this genre shapes meaning and presents theme
- What classic, mythical, or contemporary connections you can make to this text
- How the scene establishes tone and mood (and historical setting)
- Conduct class discussions about how these mini-lessons are also connecting or contrasting with the class collaborative and independent texts
Class Collaborative Text: Select a text to use with the whole class. You can work through this text with the students as a whole class activity. Or you can break the students into groups to read the text and practice the skills collaboratively. Model one of the bullets above. Then have the kids read their text and produce evidence that they can apply the skill with their group. NOTE: You can also have different groups working on different texts, based on interest or reading level.
Independent Text: From a curated list (or let them choose freely), students select a text to read independently. After working in collaborative groups to apply the thinking process you modeled, students are ready to apply the skill independently.
Since we aren’t reading the whole text, they will need an idea of what it is about. Use sites like schmoop to give overviews and support. http://www.shmoop.com/romeo-and-juliet/
How will you assess it? (Summative)
- You can make (or have students make) questions for the text they are reading in collaborative groups. Use the STAAR stems as a guide. If students are working on different texts in their collaborative groups, they can pose the questions they have created to other groups.
- The TEKS Resource System Recommends these assessments:
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