Teacher(s)

Henderson, Lesher, and Travis

Subject group and discipline

English 10

Unit title

Master of my fate?

MYP year

5

Unit duration (hrs)

30

May

Key concept

Related concept(s)

Global context

Creativity

Setting

Theme

Genres

Identities and Relationships

Exploration: Dealing with reality

Statement of inquiry

Themes are directly affected by setting, genre, and identities and relationships.

Inquiry questions

Factual— Do relationships affect personal identities?

Conceptual— What influences our identity and our relationships?

Debatable—Does the genre of drama develop relationships more clearly than other genres?

Objectives

Summative assessment

A2- analyze the effects of the creator’s choices on an audience

C1- produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

C2- make stylistic choices in terms of linguistic, literary, and visual devices, demonstrating awareness of impact on an audience

D1- use appropriate and varied vocabulary, sentence structures, and forms of expression

D5- use appropriate nonverbal communication techniques

Outline of summative assessment task(s) including assessment criteria:

 A,B, C and D

Relationship between summative assessment task(s) and statement of inquiry:

G- Your task is to understand that setting, genre, and Identities and relationships directly affect theme.

R- You are an up-and-coming scriptwriter ready to make his/ her mark on Hollywood.

A-Your clients, big-time movie executives

S- The challenge involves keeping the spirit of the characters, plot, setting, etc. consistent and plausible in your version of the end.

P- Create a script between 700 and 1,000 words for an alternate ending to a tragedy that will launch your career in the movie industry.- provide a justification for your ending

Approaches to learning (ATL)

Communication: Negotiate ideas and knowledge with peers and teachers;  Make inferences and draw conclusions;

Thinking: Consider ideas from multiple perspectives; Develop contrary or opposing arguments

Content

Learning process

L.9.10.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

     a.interpret figures of speech in context and

     analyse their role in the text—especially allusion

     b. analyse nuances in the meaning of words with

     similar denotation

RL.10.2- Determine the theme or central idea of a text and analyse in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of the text

RL.10.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the cumulative impact of specific word choices on meaning and tone

W.10.2- 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.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.9-10.2.c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.10.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.3.a
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.10.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Learning experiences and teaching strategies

• Direct instruction on types of figures of speech—especially allusion
• Examine figures of speech in literature—anchor chart
• Discuss shades of meaning in various translations of Antigone
• Direct instruction on theme—anchor chart
• Use graphic organizer to trace a themes’ development throughout the play
• Connotation v. Denotation—anchor chart
• Direct teach on tone—anchor chart
• Discuss the tones of words used in various circumstances
• Direct instruction Writing a Play (ending only)—anchor chart
• Graphic organizer to plan writing a play
• Direct instruction on writing a justification that includes appropriate formatting, transitions, evidence, precise language, and objective tone.
• Revise
• Peer edit

Formative assessment

• Figures of speech—knowledge, application, and analysis
• Written explanation of the effect of the vocabulary used in two translations of Antigone
• Exit slip—themes of Antigone
• Peer edit assignment
• Elements of drama quiz- knowledge, application

Differentiation

• Reduced number of options on quizzes, one question at a time, flashcards with images, etc. according to IEP or student need
• Reduced number of steps in instruction or written instructions
• Additional teaching and study time with small-group or one-on-one
• One-on-one supports when constructing a sonnet (dictation if better for the student)
• Provide class notes from designated note taker OR teacher notes OR guided notes
• Partially completes sonnet analysis forms OR time with a classmate to discuss responses

Resources

All Quiet on the Western Front Erich Remarque

Antigone Sophocles

“Invictus” William Henley

“Ozymandius” Shelley (thematic discussion springboard)

“The Unknown Citizen” Auden

From I am Malala

From Freedom Writer’s Diary

Chapter 2 from I Know Why the Caged Bird Sings

Antigone Google Drive Folder

Prior to teaching the unit

During teaching

After teaching the unit

To be more closely aligned with ACT Aspire