English IV Curriculum Map 2 nd Quarter Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, ● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps. Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but Shelby County Schools Page 1 of 29
Transcript
English IV Curriculum Map2nd Quarter
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.
Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.
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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and
informational. (3) Building knowledge through content-rich nonfiction.
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Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.
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The Tennessee State Literacy Standards
The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards
Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder
Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over
time. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall
meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated
activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Quarter 2 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from nonfiction texts that build knowledge on the Elizabethan Age and through a study of William Shakespeare’s “Macbeth.” Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2.
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English IV, Quarter 2
Texts Recommendations
Weeks 1-3
The Arts in the Elizabethan Age (1400L) “Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips
and Hunt (1740L) “Shakespeare and Modern Culture”, Garber (1300L)
Frontload the Essential Question to prepare students for the Culminating Writing Task.
Performance Task Writing: After reviewing the selections for this module, write an informational essay that integrates multiple sources discussing the various influences on Shakespeare’s writing. Include at least one additional scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [R.L.7].
Weeks5-7
“Macbeth”, William Shakespeare (NP) (pgs. 322-419) Holinshed’s Chronicles (1630L) Connected Readings for Independent Study: Destiny, Freedom, and
Responsibility, Chapter 5. On the Human Being and Being Human, Spirkin (1280L);
Tragedy and the Common Man , Arthur Miller (1460L)
There are some great supporting lessons online. Consider trying one of these, based on the needs of your students:
Complete a mini-research study on the perceptions of witches in the Elizabethan era. Include this site from the British Library Then prepare a multimedia report that synthesizes your research findings and makes an assertion about the role of Witchcraft in society. Cite evidence from the play, Holinshed’s Chronicles, and other sources as appropriate. You may wish to include a comparison with American perceptions of Witches (in Salem, Mass.) as part of your report.
Weeks 1-3Anchor Text: The Arts in the Elizabethan Age (1400L)
“Shakespeare and the Classics: Plutarch, Ovid and Inspiration”, Phillips and Hunt (1740L) “Shakespeare and Modern Culture”, Garber (1300L)
Essential Question: How did Elizabethan society influence Shakespeare’s writing?Performance Task: After reviewing the selections for this module, write an informational essay that integrates multiple sources to discuss the various influences on Shakespeare’s writing. Include at least one additional scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [RL.11-12.7].
TN Standards Evidence Statements Content
Building knowledge through content-rich nonfiction
and
Reading Complex Texts
RI.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument.
RI.12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.12.7: 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.
RL.12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.1
Writes an objective summary RI.2
Provides a statement two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex analysis. Supports claims with evidence from text. RI.2
Provides an analysis of ideas or sequence of events. RI.3
Provides an explanation of how specific individuals, ideas or events develop over the course of the text. RI.3
Demonstrates the ability to determine the meaning of figurative, connotative, and technical words and phrases as they are used in a text. RI.4
Provides an analysis of how an author uses and refines the meaning of a key term or terms over the course of a text. RI.4
Provides an analysis of an author's choices
Overview: This module explores influences on Shakespeare including Elizabethan society and other writers. Students will read informational text in preparation for a study of “Macbeth.”
Week One
Teacher Actions (I do, We do)- Present students with an overview of the
Renaissance period. - Model note-taking strategies for students- View: Shakespeare Uncovered. PBS Learning
Video.
Student Actions (They do, You do)- Create a chart of supernatural characters found in
modern stories, i.e witches, vampires and ghosts. Where do they appear in stories today? Describe how modern-day writers use these characters in stories? For example, are they heroes, villains or plot devices?
- Students take notes on the video.
Discussion Questions:1. Provide a description of what it might have been
like to live in England or specifically London during Shakespeare’s time.
2. In the video "The Role of the Theater in Shakespeare’s London," why was theater
Regular practice with complex text and its academic language
RL.12.4: 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.
RL.12.5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
L.12.3.A: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
RL.12.7. 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.)
concerning how to structure his or her argument. RI.5
Demonstrates the ability to determine the point or view or purpose in a text. RI.6
Provides an analysis of how style and content contribute to the persuasiveness of text. RI.6
Provides an analysis of rhetoric. RI.6
Demonstrates an ability to integrate and evaluate multiple sources of information in order to solve a problem or address a question. RI. 7
important to Londoners? What significant role did it occupy in their lives?
3. After watching the video "Heroines in Disguise," explain why boys and men played female roles during Shakespeare’s time.
4. What does the story presented in "Elizabeth Deals with Her Enemies" reveal about the attitudes of Elizabeth I? What might it have been like to be a person living under her rule?
5. Note at least one new or interesting thing revealed in the video "Shakespeare's Sources."
6. What is uncovered about the beliefs surrounding suicide?
7. Describe the relationship between the human and spirit world discussed in "The Ghost of Hamlet."
8. In Shakespeare's time, who feared witches and why?
Week Two
Texts: 1. “Shakespeare and the Classics: Plutarch, Ovid
and Inspiration”, Phillips and Hunt (1740L)2. “Shakespeare and Modern Culture”, Garber
(1300L)
Teacher Actions: (I do, We do)- Model for students how to examine text features to
gain information about a text- Review selection vocabulary. Encourage students
to identify their own Tier 2 vocabulary words
Student Actions: (They do, You do)- Students identify challenging vocabulary. Students
work together to suggest a meaning (using context)
- Students annotate text and complete SOAPStone analysis
Shakespeare’s writing. - Explore how modern culture influences how we
perceive Shakespeare’s writing- Students answer Text Dependent Questions:
Text 1 (Phillips and Hunt)1. What was the assumption about Shakespeare’s
classical education? (General understanding)2. What evidence exists regarding Shakespeare’s
command of classical language? (Key details)3. From what texts did Shakespeare borrow? (Key
details)4. What does it mean that Shakespeare was “heavily
indebted” to Plutarch? (Vocab and Text Structure)5. How do the authors of the article come to their
conclusions about Shakespeare’s education? (Inferences)
6. What evidence is there that Shakespeare did not use Ovid as a source? (Inferences)
Text 2 (Garber)1. What does it mean that “Shakespeare makes
modern culture and modern culture makes Shakespeare”? (Inferences/Opinions, Arguments, and Intertextual Connections)
2. What modern parallel is drawn regarding Lady Macbeth? (Key details)
3. What is the author’s central idea/premise? (Author’s Purpose)
4. What modern connotations regarding the word “Shakespearean” exist today? (Vocab and Text Structure)
5. Why did Emerson believe it was not possible to write Shakespeare’s history until 1850? (Inferences/Key Details)
6. How would you characterize Emerson’s opinion of Shakespeare? (Inferences/Opinions, Arguments, and Intertextual Connections)
7. How has Shakespeare become “embedded” in
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modern culture? (Vocab and Text Structure/Key Details)
8. What is the danger with Shakespeare’s language becoming a part of modern culture? (Inferences/Opinions, Arguments and Interextual Connections)
Week Three
During this week, students should conduct independent research on the Elizabethan Era.
Model for students how to complete research notes using the source: The Arts in the Elizabethan Age (1400L)
Students should choose one of the following research topics:1. Elizabethan politics – Uncover the political
structure, events, situation of London, England and Europe under the rule of Queen Elizabeth I during the 1500-1600’s. You must connect the politics of that time to modern day.
2. The Elizabethan view of the universe (science) – Discover how people in the Elizabethan Era of England, 1500-1600’s, saw the universe. Uncover their ideas in science and the scientists who came up with these ideas. Connect these ideas to modern day.
3. The role of the church and religion – Uncover the importance of the church and religion in the 1500-1600’s in England under Queen Elizabeth I’s rule. Connect the church and religion of that era to modern times.
4. The role of women – What roles did women fill in society in the 1500-1600’s of Elizabethan England? The Queen was a woman, but what about the rest of the females? What jobs did they have? What were their rights? Compare and contrast women of
that time period with those of today.5. The social classes – Explore the different levels
of social class in the 1500-1600’s of England. Who were the peasants, the commoners, the lower class? Who made up the gentry? Who were the courtiers? Who were the nobility, and, of course, the royalty? What were the rights of each of these different levels? What were their lives like? Connect the social classes of that time to today.
Include the following components:- Works Cited Page- Research Notes and Summary of Research
Language
L.12.4: 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.
L.12.4.C: 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.
L.12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Reading, writing and speaking grounded in evidence from text, both literary and informational
Writing
L.12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
W.12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Written Expression Evidence Statements
Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.
Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage
Writing Fundamentals
1. Cite strong and thorough textual evidence2. Select and integrate quotations, details, and
examples3. Use appropriate organizational pattern4. Write strong thesis statements5. Plan, draft, revise, edit, and rewrite6. Use appropriate style and tone for purpose
7.8. Week One
Do modern-day writers use characters differently or similarly to Shakespeare? Using one of the short texts studied during the first quarter, and a Shakespeare play studied in a previous grade, as evidence, write a one page argument essay stating your opinion. Be sure to provide examples or supporting evidence of your position. In particular, analyze the comparative impact of each author’s choices regarding how the characters are introduced and developed. [RL.3]
Based upon the videos and background essay develop one Elizabethan-age character. Students will give their character an original name, occupation and background. Students will write a one - two paragraph summary of the character and will present their summaries to the class. In a class discussion, students will evaluate each summary on whether the character description draws upon the characteristics of the Elizabethan age. [W3]
Week Two Write an objective summary
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Determine two or more central ideas of one of the articles text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis of Shakespeare’s influence/influences [RI.2]
After reading the article by Garber, determine how the word “Shakespearean” is used to further the author’s central idea; analyze how an author uses and refines the meaning of this key term over the course of a text. [RI.4]
Week ThreeWrite an objective summary of your research sources [RL.2]
Speaking and Listening
L.12.1: Demonstrate command of the conventions of standard English grammar and usage.
SL.12.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.12.1.D: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Speaking and Listening
SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.
SL.12.1. Students will be able to evaluate a speaker’s evidence and reasoning.
SL.12.3. Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars.
Speaking and Listening
Students will deliver an oral presentation explain how the author develop themes over the course of the work. Also, consider symbols, imagery or other literary elements.
Possible Suggestions throughout the quarter:
Students initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
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issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.
3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Accountable talk / Socratic Seminar
The "accountable" in Accountable Talk comes from its three dimensions: Accountability to the Learning Community, Accountability to Accurate Knowledge, and Accountability to Rigorous Thinking.
The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly.
Week 4 TN Standards Evidence Statements CONTENT
W.12.2.B: Develop the topic thoroughly by Written Expression Evidence Statements Outcomes for Writing Workshop
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Writing Workshop selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.12.7: 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.
Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.
Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage
Performance Task Writing: After reviewing the selections for this module, write an informational essay that integrates multiple sources discussing the various influences on Shakespeare’s writing. Include at least one additional scholarly resource and be sure to address both Elizabethan influences and how modern culture influences reader perception of Shakespeare’s works [R.L.7].
Students will:1. Cite strong and thorough textual evidence2. Select and integrate quotations, details, and
examples3. Use appropriate organizational pattern4. Write strong thesis statements5. Plan, draft, revise, edit, and rewrite6. Use appropriate style and tone for purpose
WIDA SupportWIDA Standards (ELL)
English Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school setting.
English Language Development Standard 2
WIDA Standards and Language Development for the ELL
The role of vocabulary, in particular, the use of academic language associated with content-based instruction, has been documented as critical in the literacy development of second language learners.
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
In fact, “mastery of academic language is arguably the single most important determinant of academic success; to be successful academically, students need to develop the specialized language of academic discourse that is distinct from conversational language” (Francis, Rivera, Lesaux, & Rivera, 2006, p.7).
As students progress through levels of proficiency, a change in vocabulary usage will be evident. Students will move from general language to specific language to specialized or technical language that is required in processing or responding to a task.
With more deliberate use of vocabulary through word study, ELL students should be working with a variety of sentence lengths of varying linguistic complexity. In doing so, more detail and clarity should be evident.
As students move from general usage to more specific language related to the content area, more work with vocabulary may be needed.
Side by side Vocabulary in English in and in Spanish
See the Pearson Spanish Resourceshttps://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100 https://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-369638-3-12/Tennessee/Grade12/sro_tn_g12_splash.html
Weeks 5-7Anchor Text:“Macbeth”, William Shakespeare (NP) (pgs. 322-419)
Supporting Texts:Holinshed’s Chronicles (1630L)Connected Readings for Independent Study: Destiny, Freedom, and Responsibility, Chapter 5. On the Human Being and Being Human, Spirkin (1280L);
Essential Question: How does Shakespeare unveil “the fall of Man” to his audience? (Be sure to explore both the historical context and religious context that supports analysis of this question.)Performance Task: After reading Macbeth and the connected readings, write an argumentative essay in which you present a rationale for the “fall” of Man. Using specific examples from the readings, and your own research on current or historical events, analyze how Macbeth’s internal flaws are developed in reaction to external forces and how these factors determine how mankind ultimately experiences its “tragic fall.” [RL12.3]
RL.12.3: 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).
RL.12.4: 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. (Include Shakespeare as well as other authors.)
RI.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument.
RI.12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power,
Writes an objective summary RL. 12.2.
Provides an analysis of how the structure of the play develops theme and the idea of the hero. RL. 12.3.
Provides an analysis of how each character is introduced and developed. RL12.3.
Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference where a story is set RL. 12.3.
Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text. RL. 12.4.
Provides an analysis of the impact of specific word choice on meaning and/or tone, including words with multiple meanings. RL.12.4.
Provides a statement two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account. Supports claims with evidence from text. RL. 12.2.
Overview: this module engages students with an extended study of Shakespeare’s “Macbeth.” Students will use their knowledge of Shakespeare’s world (from weeks 1-3) to gain a deeper understanding of the sinful world (sin being represented here by the witches) Macbeth to which falls victim, as well as the factors that lead to his tragic downfall.
Guiding Question(s): What factors contribute to Man’s “fall”?
*Assign students the connected readings for independent study/reading as appropriate. Ask students to annotate and create their own Text Dependent Questions in preparation for in-class discussion.
Additional Resource:Listen to the Play
Week One: Act 1 Macbeth
Teacher Actions (I do, We do) Provide students with an introduction to
Shakespeare: Historical Background to Macbeth Model for students how to analyze Shakespearean
language. Include a mini lesson on pre-fixes and suffixes (for word understanding). Teachers might also include study of Shakespearean sonnets (29, 30) to help students grapple more concretely with
RL.12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.12.5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
complex language. Review the following with students:
Understanding author’s purpose: evaluate the author’s purpose and perspective using text features, language, and details. Setting: analysis of how setting creates mood and foreshadowingFigurative Language: identifying metaphor, simile, paradox, personification, pathetic fallacy etc. in the text and how this reveals theme and character.Logical Fallacies: identifying logical fallacies (EX. Red herring, equivocation, begging the question, attacking the character, hasty generalization, false dichotomy etc.) and their effectiveness in persuading Macbeth to kill.
Student Actions (They do, You do) Setting: analyze the significance of the setting in
create mood and foreshadowing the events to come.
Figurative Language in Act 1, Scene 7: analyze the significance of figurative language in Macbeth’s “If it were done” soliloquy (chart)
Logical Fallacies: identify and evaluate the significance of logical fallacies used by Lady Macbeth in Act1, Scene 7.
Students answer text dependent questions1. What statements do the witches and Macbeth
make about “foul and fair”? (Key details)2. Describe Banquo’s and Macbeth’s reaction to
the witches? (Vocabulary and Text Structure)3. In his soliloquy against killing Duncan what
arguments does Macbeth pose? (Author’s Craft and Purpose)
4. Which of these arguments seem to influence him the most? (Explain. Opinion / Arguments)
5. What is Lady Macbeth’s opinion of her husband’s character? (Inferences and
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Opinions/Arguments)
Selections for Close Reading:Act 1 Scene 7: Line 30-end
1. Why do you think that Macbeth chooses not to say “murder”? (Key Details)
2. What three reasons does Macbeth list for not killing Duncan? (Key details)
3. What does Macbeth decide in lines 31-35? Why does he decide this? Cite evidence from earlier in the scene to support your claim (key details)
4. What attitude does Lady Macbeth show in lines 35-45? How do you know? (Inferences/Vocabulary and Text Structure)
5. Why do you think she uses so many questions? (Inferences/Vocabulary and Text Structure)
6. What evidence is there that Lady Macbeth has rejected the gentle virtue of female empathy? (Vocabulary and Text Structure)
7. There are several references to alchemy- “fume”, “receipt”, “limbec”. Why is this ironic? (Vocabulary and Text Structure)
8. What does Lady Macbeth’s assertion that she would have dashed her baby’s brains out tell us about her character? What was her purpose in including this red herring fallacy? (Vocabulary and Text Structure/Author’s Purpose)
9. Which of Lady Macbeth’s arguments is most effective in persuading Macbeth to commit murder? Cite evidence to support your claim. (Author’s Purpose)
10. The final line of the scene is “False Face must hide what a false heart doth know.” Explain what this means. What emerging theme does this reflect? What earlier lines does this reflect? (Author’s Purpose)
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Selections of Holinshed’s Chronicles for Comparison: Read page 268 of the Chronicles. Compare
Shakespeare’s presentation of the witches with that of the “nymphs” in the Chronicles.
Consider: what might Shakespeare’s purpose be in presenting the witches this way (consider the nature of tragedy). Predict how the witches will factor in to Macbeth’s tragic fall.
Week 2- Acts 2 and 3: Macbeth
Teacher Actions (I do, We do) Continue to model annotation of text Engage students with content vocabulary Model fluency and encourage independent reading Engage students in prediction Symbolism: review symbols and motifs in the play
and how they reveal character and theme (bell, knocking, blood, water, nature, dagger etc.)
Theme: identify key themes in the play (at least two) and how they develop over the course of the text. Ex. Fair is Foul and Foul is fair/Too much power or ambition has the potential to corrupt
Student Actions (They do, You do) Analyze symbolism in Act 2 of the play (chart or
map) and how this reveals/connects to theme and character
Review Critical Commentary: Knocking at the Gate Answer Text Dependent Questions
1. Describe Macbeth’s and Lady Macbeth’s reaction to the murder just after it is committed. (Key details)
deed. (Vocabulary and Text Structure) 3. What kind of gate does the porter imagine he
is tending? (Author’s Craft and Purpose) 4. What two strange occurrences are reported in
this act? (Key details)5. What questions does Ross ask that indicates
he doubts the grooms committed the murder. (Inference)
6. Is political assassination ever justifiable. Opinions / Arguments
7. What does Macbeth think as he anticipates the murder of Banquo? (Key Details.)
8. In the banquet scene, what complaint does Macbeth make about the murdered men? (Key Details)
9. What is the turning point in this plot? (Text (Structure) What does this tell us about the overall meaning of the text? Is this a play about murder or something else? (Inferences)
Close Reading Selection: Act 2, Scene 2: Line 301. Why is Macbeth‘s request for a blessing ironic?
(Opinions, Arguments, intertextual Connections)2. What advice does Lady Macbeth offer? (General
Understanding)3. Which metaphors convey the innocent aspect of
sleep and which is an exception? (Vocabulary and text structure)
4. What effect, relating to Elizabethan values surrounding the divine right of Kings, do these metaphors create? (Inferences)
5. How does Macbeth deviate from their plan? Why does Macbeth refuse to return to the king? (Key details)
6. Identify the pun in line 55. What does it convey? (Vocabulary and Text Structure)
7. Identify an example of hyperbole from lines 59-61 and explain what it emphasizes. (Vocabulary and Text Structure/Author’s Purpose)
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Regular practice with complex text and its academic language
8. How does the imagery related to blood and water in Macbeth‘s lines contrast with those of Lady Macbeth? (Text Structure)
9. Which theme is reinforced in lines 69-71? (Inferences)
10. Why does the scene end with an exaggeration? What does this tell us about his state of mind? (Inferences)
Selections of Holinshed’s Chronicles for Comparison: Read page 235, 264, 265, and 269 of the
Chronicles Compare and Contrast the presentation of the
King. With reference to both texts, consider the following questions: What dramatic and thematic purpose does presenting Duncan’s goodness serve? How does this effectively build audience perception of Macbeth and his actions? Why is Duncan’s murder so significant in light of information regarding the divine right of Kings? What does this tell us about the role of hubris in Macbeth’s tragedy?
Week 3-Acts 4 and 5: Macbeth
Teacher Actions (I do, We do) Review and teach Characterization: identify the
things that bring Macbeth down. Analyze also Lady Macbeth, Malcolm, Macduff, and Banquo.
Teach a mini lesson on Elements of Tragedy: a tragedy where the principal character (usually someone of high birth) falls as the result of their own actions. The hero exhibits a tragic flaw (usually hubris) and is someone for whom we generally feel sympathy. Reference Aristotle’s marks of tragedy (unity of action, unity of time, unity of place).
including rising action, climax (seeing Banquo’s ghost) and turning points.
Student Actions (They do, You do) Examine Characterization: identify the things that
bring Macbeth down: witches, Lady Macbeth, his own hubris, etc.
Tragedy Plot: draw a plot diagram. Review the role of the witches Answer Text Dependent questions
1. What are the predictions made by the apparitions? (General Understanding)
2. How does Macbeth test Macduff? (Key details)
3. How do images of sickness in this Act relate to the conflict between Macbeth and Malcolm? (Vocabulary and Text Structure)
4. What does the doctor see in the sleep-walking scene? (Key Details)
5. How have Macbeth and Lady Macbeth reversed roles by the end of the play? (Author’s Craft and Purpose)
6. What does Macbeth say when he hears of the death of Lady Macbeth? (Key Details)
7. What does Macbeth’s reaction reveal about their relationship and his state of mind? (Inferences)
8. Could a play like this be written about an ordinary person in today’s world? (Opinions / Arguments)
Selection for close reading: Act 5. Scene 51. Provide an example of personification from
lines 1-7 and describe what it emphasizes about the realities of battle during this time period. (Vocabulary and Text Structure)
2. Describe the imagery contained in Macbeth‘s
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reaction to the noise. What does this tell us about the development of his character? (Vocabulary and Text Structure)
3. What theme do these food images suggest? (Inferences(
4. How does Macbeth react at first to the news of his wife‘s death? (Key Details). How does this contribute to his sense of fatalism? (Inferences)
5. Identify the metaphors Macbeth uses to describe life, and explain what they show about his emotional state. (Inferences/Vocab and Text Structure)
6. How does line 35 underscore Macbeth’s belief in the witches? What might this suggest about what is to come? (Inferences)
Vocabulary
L.12.4: 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.
Vocabulary
Word Analysis: Greek root –chron- The word chronicle contains the Greek root – chron - , meaning “time””. This root is important in words relating to history. Keeping in mind the meaning of –chron - , define the following:1. chronology2.chronicler3.chronological4.chronometer
The word stature, meaning height in standing, comes from the Latin root, ‘stat’, which means to stand. Over time the word stature has taken on a meaning other than its original one, and can refer to a person’s prominence in society. Use the meaning of the root “stat” to give definition to the following:
Concord comes from the Latin word, concordia, meaning “agreement.” The Latin root cord means heart. People or things in concord mean of the same heart.
L.12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
W.12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.12.1: Write arguments to support claims in
Written Expression Evidence Statements
Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a
Writing Fundamentals
1. Cite strong and thorough textual evidence2. Select and integrate quotations, details, and
examples3. Use appropriate organizational pattern4. Write strong thesis statements5. Plan, draft, revise, edit, and rewrite6. Use appropriate style and tone for purpose
Act 1 Macbeth: Analyzing Setting, language, and conflict. Routine Narrative Writing: R.A.F.T: Imagine that
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Reading, writing and speaking grounded in evidence from text, both literary and informational
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.
Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage
you are Lady Macbeth. Write a letter back to your husband. [W.3]
Routine Analysis Writing: how does Shakespeare use language and tone to reveal the comparative inner struggles of Macbeth and Lady Macbeth? [RL.4]
Act 2 Macbeth: Analyzing language and symbolism Routine Analysis Writing: of Macbeth’s “Is this a
dagger” soliloquy: How does Shakespeare use language, details, and tone to reveal Macbeth’s state of mind? [RL.4]
Routine Analysis Writing: Read DeQuincey’s essay (pg356) and write an essay agreeing or disagreeing with the interpretation of the “Knocking at the Gate.” [W.1.]
Routine Analysis Writing: how does the scene with the Porter create comic relief? What is the significance of this? Analyze how the author’s choices concerning how to structure specific parts of this Act, create this comic relief. [W.2] [RL.5]
Act 3 Macbeth and Act 4 Macbeth Narrative Writing: Write a soliloquy [W.3] Routine Analysis Writing. Read Johnston’s essay
(p399). According to Johnston, is Macbeth among Shakespeare’s more admirable tragic heroes? Explain. [W.2]
Act 5 Macbeth Analysis Writing: In an analytic essay, evaluate
Greenblatt’s commentary that Macbeth is tempted enough by the “lure” to ignore the consequences. Analyze the impact of the author’s choices regarding how to develop Macbeth’s character. Do you agree that Macbeth dreads earthly consequences of his actions more than he dreads the fate of his soul? Or is the opposite true? Cite specific examples from the text [RL.4]
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Analysis Writing: Archetypal images of banishment from an ideal world also known as the archetype of the “fall” often appear in tragedies. Write an essay analyzing Shakespeare’s use of such images in Macbeth. Identify the ideal world from which the characters are expelled, as well as the causes of this banishment. Analyze how Shakespeare’s choices concerning how to structure specific parts of a text relating to key turning points, the overall climax, and resolution of the conflict contributes to its overall structure and meaning as well as its aesthetic impact, and Trace this descent into evil by means of Shakespeare’s language. Cite examples from the text to support your claims. [RL.12.5]
Speaking and Listening
L.12.1: Demonstrate command of the conventions of standard English grammar and usage.
SL.12.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.12.1.D: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Speaking and Listening
SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.
SL.12.1. Students will be able to evaluate a speaker’s evidence and reasoning.
SL.12.3. Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars.
Speaking and Listening
Students will deliver an oral presentation explain how the author develop themes over the course of the work. Also, consider symbols, imagery or other literary elements.
Possible Suggestions throughout the quarter:
Students initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
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b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Accountable talk / Socratic Seminar
The "accountable" in Accountable Talk comes from its three dimensions: Accountability to the Learning Community, Accountability to Accurate Knowledge, and Accountability to Rigorous Thinking.
Assign students the connected readings for independent study/reading as appropriate. Ask students to annotate and create their own Text Dependent Questions in preparation for in-class discussion.
The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly.
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Analyze Multiple Interpretations
View two or more productions of the play. Then in small groups discuss and compare the interpretations you viewed. Consider:1. Did the characters in each version match the
characters you imagined while reading? Were the portrayals effective?
2. Describe and evaluate the use of each of the production techniques
3. Did the production depart from Shakespeare’s text by introducing, updating, or omitting elements? Evaluate each change. Students prepare responses to a selection of final discussion questions. These are discussed in class using “Accountable Talk”.
Week 8 STANDARDS EVIDENCE STATEMENTS CONTENT
Writing WorkshopW.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.12.7: 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.
Written Expression Evidence Statements
Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.
Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and
Outcomes for Writing Workshop
Performance Task Writing: After reading Macbeth and the connected readings write an argumentative essay in which you present a rationale for the “fall” of Man. Using specific examples from the readings, and your own research on current or historical events, analyze how Macbeth’s internal flaws are developed in reaction to external forces and how these factors determine how mankind ultimately experiences its “tragic fall.” [RL12.3]
1. Cite strong and thorough textual evidence2. Select and integrate quotations, details, and
examples3. Use appropriate organizational pattern4. Write strong thesis statements5. Plan, draft, revise, edit, and rewrite6. Use appropriate style and tone for purpose
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transitional words, words to indicate tone6, and/or domain-specific vocabulary.
Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage
Week 9Comprehensive Assessment
Complete a mini-research study on the perceptions of witches in the Elizabethan era. Include this site from the British Library Then prepare a multimedia report that synthesizes your research findings and makes an assertion about the role of Witchcraft in society. Cite evidence from the play, Holinshed’s Chronicles, and other sources as appropriate. You may wish to include a comparison with American perceptions of Witches (in Salem, Mass.) as part of your report.
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