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
English II: Drama Unit
What are you teaching?
English II/Comprehension of LIterary Text/ Drama:
- Understand structure and elements of drama: analyze how archetypes and motifs in drama affect the plot of plays, providing relevant text evidence to support.
- Make Inferences about the structure and elements of drama:analyze how archetypes and motifs in drama affect the plot of plays, providing relevant text evidence to support.
- Draw Conclusions about the structure and elements of drama: analyze how archetypes and motifs in drama affect the plot of plays, providing relevant text evidence to support.
English II/ Comprehension of LIterary Text/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:
- compare and contrast differences in similar themes expressed in different time periods
- analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional, and classical literature
- relate 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
- compare and contrast differences in similar themes expressed in different time periods
- analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional, and classical literature
- relate 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
- compare and contrast differences in similar themes expressed in different time periods
- analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional, and classical literature
- relate the figurative language of a literary work to its historical and cultural setting
English II/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 function of symbolism
- the function of allegory
- the function of allusions
- Make inferences about how sensory language creates imagery in a literary text, providing text evidence to support while attending to:
- the function of symbolism
- the function of allegory
- the function of allusions
- Draw conclusions how sensory language creates imagery in a literary text, providing text evidence to support
- the function of symbolism
- the function of allegory
- the function of allusions
What vocabulary should you consider?
What kinds of questions should you ask?
Drama has not yet been tested on EOC between 2013 and 2017. Consider the resources available to you from previous grades.
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?
Tibet Through The RedBox
- Youtube video of a student sharing a summary of the text: https://www.youtube.com/watch?v=Hnz19kbupK8
- An NPR Review: http://www.npr.org/templates/story/story.php?storyId=1625275
Antigone
Julius Caesar
- Digital text: http://shakespeare.mit.edu/julius_caesar/full.html
An Enemy of the People
The Janitor by August Wilson
A Marriage Proposal by Anton Checkov
- Interesting - a performance performed at the University of Bahrain. Not a good quality, but really interesting culturally. https://www.youtube.com/watch?v=yr7oL8JzCWM
That’s Your Trouble by Harold Pinter
- Sketches in a theatre classroom, film is dark - I did not vet the entire thing: https://www.youtube.com/watch?v=XqBoG-_s1uY
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 identify and analyze archetypes and motifs to comprehend and analyze the plot
- How you use archetypes and motifs to make inferences and conclusions about the plot, the author’s purpose, message, and craft
- How you select and cite relevant text evidence to support your ideas
- How you find support and information about historical, cultural, and contemporary issues that are connected to the text and help you make interpretations or extensions related to the text
- How you use the items above to compare and contrast differences in themes expressed in other texts and time periods, and across mythic, traditional, and classical literature
- How you consider the figurative language in terms of historical and cultural settings and the impact on theme, author’s purpose, craft, and message, citing text evidence to support your thinking
- How you identify, interpret, and use sensory language of symbolism to help you comprehend theme, author’s purpose and message (inferences/conclusions),citing text evidence to support your thinking
- How you identify, interpret, and use sensory language of allegory to help you comprehend theme, author’s purpose, craft, and message, citing text evidence to support your thinking
- How you identify, interpret, and use sensory language of allusion to help you comprehend theme, author’s purpose, craft, and message, citing text evidence to support your thinking
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:
Never been assessed.
How will you teach it?
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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