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English II – 10th Grade

Unit 5: DramaFourth Grading Period – Weeks 1 - 9 CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) Unit Rationale

From hit Broadway plays to popular television series, contemporary drama owes much to the ancient Greek dramatists. The Greek playwrights gave European culture its first dramatic characters—men and women confronting crises and the consequence of their own decisions. In their tragedies, the Greeks raised questions of fate, responsibility, and suffering that dramatists explore to this day.

Pearson. (2011). Literature: Language and Literacy. Upper Saddle River, NJ: Pearson.

In this unit, students will analyze, make inferences about, and draw conclusions from drama. As they read, they will think about, discuss, and answer the big question: to what extent does experience determine what we perceive?

Pearson. (2011). Literature: Language and Literacy. Upper Saddle River, NJ: Pearson.

Essential Question Guiding Questions

To what extent does experience determine what we perceive? To what extent does experience determine what we perceive? What is an archetype and how can analyzing archetypes help us

understand the world around us? How does the study of a hero’s journey enhance our understanding of

ourselves and our world?

For each of the following situations, describe how different background experiences might affect two people’s perceptions of the same situation:

o Moving to a new schoolo Meeting someone for the first timeo Persuading someone to do the right thingo Trying to get a person of another generation to understand your point of

view What role does experience play is our understanding of what we know? Is there ever an opportunity for us to learn new things? Can we learn something from those less experienced or younger than we are?

TEKS (Standards) TEKS Specificity - Intended Outcome

Texas Essential Knowledge and Skills: TEKS

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

SAISD © 2010 – 2011 Fourth Grading Period (Weeks 1 – 9) English II Grade 10 of 15

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

(C) infer word meaning through the identification and analysis of analogies and other word relationships;

(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(C) relate the figurative language of a literary work to its historical and cultural setting.

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature.



(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works.

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique;

(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended



situations that include transitions and rhetorical devices used to convey meaning;

(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a thesis or controlling idea;

(iv) an organizing structure appropriate to purpose, audience, and context;

(v) relevant evidence and well-chosen details; and

(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

(C) write an interpretative response to an expository or a literary text (e.g., essay or review) that:



(i) extends beyond a summary and literal analysis;

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

(iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and

(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);

(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.

Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

(24) Listening and Speaking/Listening. Students will use comprehension skills SAISD © 2010 – 2011 Fourth Grading Period (Weeks 1 – 9) English II Grade 10 of 15


to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.

Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building and setting ground rules for decision-making.

(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and

(B) make complex inferences about text and use textual evidence to support understanding.



ELPS (Standards) CCRS (Standards)

(c, 2C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (c, 2D) monitor understanding of spoken language during classroom instructions and interactions and seek clarification as needed; (c, 2I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs; (c, 3E) share information in cooperative learning interactions; (c, 3G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; (c, 3H) narrate, describe, and explain with increasing specificity and detail as more English is acquired; (c, 4C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; (c4G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(III, B1) participate actively and effectively in one-on-one oral communication situations. (IV, B3) Listen actively and effectively in group discussions.(I, D1) self-monitor learning needs and seek assistance when needed.(I, D3) strive for accuracy and precision.(II, C2) analyze elements of classical and contemporary literature (I, B3) gather evidence to support arguments, findings, or lines of reasoning.(II, A4) identify the key information and supporting details.(I, B1) consider arguments and conclusions of self and others.(I, B4) support or modify claims on the results of an inquiry.(II, B1) identify new words and concepts acquired through study of their relationships to other words and concepts.(II, C3) analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written.

Evidence of Learning (Summative Assessment)

The students will read and analyze the development of plot in a classical drama at 80% The students will explain the significance of an archetype, protagonist, and antagonist at 80%. The students will identify and explain the characteristics of a tragedy, tragic hero, and tragic flaw at 80% The students will write an argumentative essay with at least 80% completion.



CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Why do people disobey rules? Is it acceptable to break a rule that you do not agree with? Explain.

In 9th grade students learned how dramatic conventions enhanced dramatic texts. While studying fiction, they analyzed and compared linear and non-linear plot developments. Students analyze the devices used to develop complex characters as well as the ways in which point of view shapes text. Students became familiar with non-English speaking authors and their works, emphasizing classical literature.

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can….

Week 1 March 28, 2011 Background on Greek and Roman Culture The teacher will engage students with a discussion of the Ancient Greek and Roman culture

Gods and goddesses Polytheistic religion The Greek Theater The Myth of the Sphinx

The teacher may use materials from Social Studies to bridge curricular integration Students may jigsaw information on each of the following topics from

both Greek and Roman cultureso Education o Politicso Religiono Social Classes

In small groups, students will conduct an inquiry study using evidence from the text to draw conclusions about the time period.

Weeks 2 and 3 April 4, 2011 and April 11, 2011Read and Analyze Sophocles’ AntigoneThe teacher will set a purpose for reading the Greek drama Antigone

Introduce the skill, protagonist and antagonist, with the Literary Analysis instructions on page 811.

Have students view background video on the See It DVD Introduce the summary chart (pg. 811) by having students identify as

they read:o Who is the most important character?o What does the character want? o Who or what gets in the character’s way?o What is the outcome?

Week 1 March 28, 2011

TSW compose a KWLH chart on the “the Birth of Western Theater” (page 808 – 809) Students will answer the K (what they know about the time period), the W (what they

want to know about the video), and at the end of the week, students will complete the L (what was learned) and H (how did they learn this information).

TSW investigate Greek and Roman culture using primary and secondary Social Studies sources

Weeks 2 and 3 April 4, 2011 and April 11, 2011The students will

analyze the protagonist and antagonist of the selection discuss key characters in the play role-play and dramatize the selection debate the conscious decisions of characters illustrate the sequence of the plays events quick-write on Creon’s fear complete selection test A or B



Ask students to think about and discuss the guiding question. Tell students that as they read they should look for Antigone’s and

Creon’s expressions of their point of view. Review the three persuasive appeal in rhetoric and have students

identify examples of each Discuss the key characters in this play and have students choose roles. Read and discuss as a class or in small groups the Prologue and ask

students to identify qualities that Antigone shows that help identify her as the protagonist.

Analyze Ismene’s speech and discuss the implications of her position as it relates to the history of the family.

Have students debate whether they agree and sympathize with Antigone’s decision.

Discuss the significance and role of the Parodos in Grecian theater. Use a graphic organizer to illustrate the sequence of events leading up to

the death of Polyneices and Eteocles. Have students analyze Creon’s speech and explain why he is Antigone’s

antagonist. o Instruct students to pull evidence from the text to support their

reasoning. o Using a graphic organizer, have students identify Creon’s

elements of persuasion: appeal to logos, pathos, and ethos and an example of each

Have students will do a quick-write on the following question: What does Creon’s fear of people scheming against him show about his conflict with Antigone? Use evidence from the text to support your reasoning.

Ask volunteers to read the parts of Creon and Antigone.o In small groups, have students compare and contrast the laws

Antigone and Creon call to their defense. o Have students explain: What laws does Antigone say she

follows in burying her brother? o Have student justify Antigone’s reasoning.

At the end of the selection, have students reflect on the guiding question and answer how experience affects perception.

Administer Selection Test A or B (Unit 5 Resources)



Weeks 4 and 5 April 18, 2011 and April 25, 2011Writing an Argumentative EssayTAKS Testing Week The teacher will assist students in deconstructing the following prompt: Antigone and Creon have opposing opinions in regard to who holds the ultimate power over the people. Write an essay that justifies both sides of the argument. Write a 2 page argument that carefully considers the opposing positions evident in the selection, and proposes a plausible solution or compromise to Antigone’s and Creon’s disposition. Guide student through the writing process Encourage students to begin brainstorming texts, experiences, and examples

that can be used to respond to this issue. In addition, students should begin to record possible solutions

Create a T-Chart in which students think-pair-share their ideas with a partner Choose the two or three most precise and relevant examples to share with

the class As a class, draft a sample thesis statement Discuss with students methods that can be used to present appeals:

anecdote, case study, personal examples, statistics, factual information, etc. Create an outline or other graphic organizer or non-linguistic representation

to organize their thoughts for writing an argumentative essay. Prompt the student to begin writing their argumentative essay Monitor student progress as they develop original thesis statements and

engage in writing their body paragraphs Ensure that each body paragraph lists specific examples to support each

claim Review the elements of an introduction and conclusion Pair students in groups of two Model using the “Revision Checklist” (Writing Workshop 8, Teacher Toolkit) Revise drafts to include a controlling thesis statement, supporting details,

audience awareness, opposing viewpoints, and an effective conclusion. Edit second drafts for grammar and mechanics Divide students into small groups and have them share their argumentative

essays Have each group choose one to two strong essays to present to the class Students will revise and polish their original arguments for their writing

portfolio

Weeks 6 May 2, 2011Webquest on Julius Caesar The teacher will divide students into small groups and assign the following websites for them to conduct independent research. Each group should have a time keeper, note-taker, and discussion leader to

facilitate “staying on task.” The students should use any or all of the links below to learn about the

historical context of the play. Then, in your own words, answer the questions below.

Weeks 4 and 5 April 18, 2011 and April 25, 2011TAKS Testing Week

The students will: Brainstorm possible topics for an argument Find evidence from the text to support both sides of the argument Write an argumentative essay that analyzes Antigone’s and Creon’s disposition on

who holds the ultimate power.



LINKS:o http://www.glasgow-ky.com/fye/ms_fye/caesar_hist.htm o http://www.pbs.org/empires/romans/empire/julius_caesar.html o http://en.wikipedia.org/wiki/Lupercalia o http://www.sparknotes.com/shakespeare/juliuscaesar/

context.htmlo http://depthome.brooklyn.cuny.edu/classics/dunkle/romnlife/

luprclia.htm Each group is responsible for answering the following questions:

o Describe Caesar’s family background. When (approximately) was he born? What was the socioeconomic status of his family?

o What were the two main bodies within the Roman Republic? Did the people serving in these bodies of government have to be nobles?

o What was the triumvirate, and who were its members?o What was Caesar like as a soldier and conqueror? List at least

one concrete example of an action that demonstrates what he was like.

o After Caesar had killed Pompey and returned to Rome, how did the public receive him?

o What was the Lupercalia?o Why did the events and themes in Julius Caesar resonate with

audiences during Shakespeare’s own time? What are the parallels between the events in the play and those in Elizabethan England?

After conduction independent research, each group should prepare an oral presentation utilizing the appropriate media format of their choice (i.e. poster, PowerPoint, Cartoon Animation, etc.)

Each group will present orally to the class. A presentation rubric should be utilized.

Weeks 7 through 9 May 9, 2011 – May 23, 2011 Read and Discuss Julius Caesar

The teacher will briefly give background information. Since students were introduced to Shakespeare as freshmen, they may not need as thorough introduction for Caesar. Do review:

o Life and Times of William Shakespeareo The Globe Theatero The Authorship Debateo Queen Elizabeth Io Julius Caesaro Iambic Pentameter o Shakespeare’s 5 Acts o Aside o Soliloquy o Tragic hero

Week 6 May 2, 2011

The students will: In small groups, conduct a Webquest on Julius Caesar Prepare an oral presentation on research findings Construct a media presentation for visual representation



http://depthome.brooklyn.cuny.edu/classics/dunkle/romnlife/luprclia.htm

http://depthome.brooklyn.cuny.edu/classics/dunkle/romnlife/luprclia.htm

http://www.sparknotes.com/shakespeare/juliuscaesar/context.html

http://www.sparknotes.com/shakespeare/juliuscaesar/context.html

http://en.wikipedia.org/wiki/Lupercalia

http://www.pbs.org/empires/romans/empire/julius_caesar.html

http://www.glasgow-ky.com/fye/ms_fye/caesar_hist.htm

o Tragic flaw o Hubris

Note: the teacher may utilize an audio recording of the selection to engage students and assist their English Language Learners with reading comprehension. Prepare an Anticipation Guide (see Professional Development Guidebook,

pp. 36 – 38) with the following statements: o Power and manipulation go hand in hand. o Citizens do not have to monitor or participate in government. o Other people know a person better than he or she knows himself or

herself. o Sympathy is a stronger emotion than envy.

Have students form discussion groups to analyze the key characters and conflicts introduced in this play.

Examine the list of characters with students. Highlight the stage directions in the play and demonstrate how they are also

a kind of text aide. Read and discuss Act I.

o Have students identify Marullus’ conflict. o Discuss the significance of the soothsayer’s warning. o Discuss the dialogue between Cassius and Brutus. o Discuss with students the implications of Cassius’ appeal to Brutus. o Read Caccius soliloquy aloud. o Have students analyze the significance of the weather and his

words.

o Discuss the significance of the supernatural in the play.

At the end of Act I, have students move to small groups to answer the reading comprehension questions in their Reader’s Notebooks (347 – 349).

Have students practice paraphrasing Shakespearean blank verse and identify iambs from a selected passage.

The teacher will have students Read and analyze Act II. Prepare an Anticipation Guide with the following statements:

o Friendship is only as important as one wants it to be. o Life gives each person what he or she deserves. o Fear serves no purpose. o Confidence can only carry a person so far.

Have students analyze the literary analysis item: o Analyze the prosody, or metric structure, to determine which

character, Brutus or Lucius, speaks in blank verse. Have students analyze the exchange between Cassius and Brutus. Point out to students that the key characters develop unique perceptions of

situations and other characters based on their experiences. Explain the function of Portia’s allusion to Cato, who killed himself rather than

be captured by Caesar.

Weeks 7 through 9 May 9, 2011 – May 23, 2011

The students will: Take Cornell notes on background information Answer reading guiding questions to facilitate reading comprehension for Acts. I - V Participate in small group and large group discussions on plot, tragic hero,

protagonist, and antagonist. Complete a student-selected assessment on the content of Julius Caesar Revise and edit their writing portfolio.



Ask students what Caesar’s own interpretation of his augurs’ omen show about the straightforwardness of augury?

Have students discuss the significance of Cesar’s conversation with Calpurnia.

Have student predict what they think will happen in Act III.

The teacher will have students read Act III. The teacher will prepare an Anticipation Guide with the following

statements: o Sometimes violence is necessary. o People should always follow their instincts. o Emotions often lead to chaos.

Have students read Brutus’ and Antony’s orations. Have students revisit the essential and guiding questions and discuss

how they apply to Caesar. Discuss Cassius worries. Discuss the significance of Caesar’s speech. Ask students how Caesar’s speeches affect their opinion of him. Ask students why Caesar changes his mind about going to the senate. Have a discussion about fate. Choose six students to read the parts of the conspirators in lines 78 – 95

aloud. o Ask students to compare and contrast the conspirators’

reactions to the murder. o Ask what the conspirator’s reason suggests about their various

motivations for the crime. o Have students answer how Caesar dies. o Ask students what Brutus urges the Romans to do.

Have students memorize one of the dramatic speeches for extra credit. Have students identify examples of persuasive appeals from Antony’s

and Brutus’ speech. Have students use the graphic organizer b (p. 175) to analyze the

references to words and the body in the last lines of Antony’s speech. o The teacher may choose to do this activity as a whole class.

If time permits, the students may view excerpts of the film Julius Caesar. Depending on the comprehension level of the students, they may not get

to finish the entire play. o Depth is more important than breadth.

Students may continue reading Acts IV and V independently or silently as the class engages in two final projects.

In small groups, the students should complete four of the following activities:

o Design a memo or email message from the soothsayer to Julius Caesar.



o Design a fax message from Artimedorus to Julius Caesar.o Design a fake web page for Julius Caesar.o Design a fake web page for the conspirators.o Write a scene that is not in the play, like a conversation

between Portia and Brutus, where he tells her his plan to kill Caesar.

o Draw a comic strip of one scene.o Write a letter to Brutus with good opinions of him.o Make a bulleted list of Cassius's plan to convince Brutus to join

the conspiracy.o Make a three-column list of who is for, against, and undecided.o Describe Antony before and after Caesar's death.o Write a resume of a conspirator.o Develop an armed forces ad, recruiting conspirators.o Write Caesar's will.o Compare and contrast Brutus and Antony's speeches.

Independent Work/Extra Credit

The teacher will engage students in a novel study of Journey of the Sparrows or Of Mice and Men or a drama/novel of their choice.

The teacher may choose one drama or novel to study as a whole class or divide a set of novel among the students and have each group study the novel together.

At the end of the drama/novel study, students should complete a project that incorporates:

o A visual representation o An oral presentation o A written analysis

The students will: Read a novel/drama Analyze key characters Create a book report Give an presentation Create a visual

Academic Vocabulary Sated Sententiously Deflects Edict Brazen Waver Deference Contempt Vile Piety Lamentation Rash Replication

TAKS Vocabulary Struggle Confrontation Motives Progress Reconciliation Compromise Negotiate Resolve Adversity Concession Characters Plot Conflict

Resources Unit 5 (U5) Resources Professional Development Guidebook See It! DVD Graphic Organizer Transparencies Classroom Strategies and Teaching

Routines Enriched Online Student Edition Reader’s/Writer’s Notebooks Differentiation Portfolios www.phlitonline.com

o Essay grader HS Teacher Toolkit



http://www.phlitonline.com/

Servile Spare Infirmity Portentous Prodigious Augmented Entreated Insurrection Resolution Wrathfully Imminent Confounded Spectacle Prophesy Strife Discourse Interred Legacies Condemned Chastisement Rash Mirth Presume Fawned Presage Demeanor Disconsolate Misconstrued Meditates

Settings Plot Science fiction Climax Resolution External conflict Internal conflict Moral dilemma Epiphany Protagonist Antagonist Hero Direct character Indirect character Character development Theme Stated theme Implied theme Contemporary context Central character

o Literature Circle Informationo Practice TAKS Questionso Kagan’s Strategieso Quilt Questioningo Socratic Questioningo SpringBoard Strategieso Writing Informationo Writing Workshopo Glossary of Informationo Graphic Organizerso Ethos, Pathos, Logoso SWOT o Rubricso Informational websiteso Novel questions

Evidence of Learning

Formative Mini Assessments TAKSCollege-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

FMATaken between 05-23-11 thru 06-03-11

5 Which of the young man’s actions best reveals his true character?A The young man introduces himself to theprofessor.B The young man tosses the menu atJingma.C The young man listens to the professor’sstories.D The young man orders seafood noodles.

8. From the passage as a whole, the reader can infer that (A) Flavius and Marullus belong to the upper class(B) the cobbler is concerned about Marullus and Flavius’s health(C) the commoners are highly emotional and weep easily(D) all of Rome supports Caesar because of his triumphs (E) Flavius and Marullus were personal friends of Pompey



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