Stage 1 Desired Results

Cypress Creek High School

IB Diploma Programme: Unit Planner

Unit Title

Analyzing Artists Choices

Subject: Pre-IB English II Grade: 10 Level: Standard / Higher Time Frame and Duration: September- April (ongoing Art of Analysis project)Teacher(s): Lee Ann Spillane

Desired Results

Significant concept(s) students will understand:

Reading:themetonemain ideastextual evidenceword choiceconnotationdenotationfigurative languagetropes (simile, metaphor,personification, etc.)Reading strategies: visualizing, questioning, connecting, predictingWriting:ParaphraseSummarizeQuoteParenthetical citationWorks citedWriting analysisshort vs long quotesclaimcounterclaimtransition strategies

Speaking:Discussing how authors word choice develops theme and communicatestone;asking clarification & elaboration questions; connecting details and ideas from independent reading to weekly texts discussed in class.

Languageschemes (artful diction)participlesabsolutesappositivesadjectives out of orderaction verbscolons and semicolons Using standard English when writing and speaking

Essential Question(s):Can literature express truths that cannot be expressed in other ways? If so, what sort of truths are these? How does this form of truth differ from truth in other areas of knowledge?How do the choices artists make affect meaning and tone?

Standards

RL1 Cite strong and thorough textual evidence to support analysis of what text says explicitly as well as inferences.

RL 2 Determine/analyze a theme or central idea and analyze in detail its development; summarize text.

RL 4 Determine the meaning of words and phrases, figurative, connotative, and technical meanings; analyze word choices effect on meaning/tone

W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, analysis of content. a. Introduce a topic; organize ideas; include multimedia to [aid]comprehension.b. Develop the topic with concrete details [and] quotations.c. Use appropriate and varied transitions to link and clarify the relationships

R10: By the end of grade 10, read and comprehend literary fiction and nonfiction at the high end of the grades 910 text complexity band independently and proficiently.

Speaking & Listening: 1c Propel conversations by posing and responding to questions; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views to make new connections in light of the evidence and reasoning presented.

SL 2 Integrate/evaluate multiple sources of information presented in diverse media

Next Generation Sunshine State Standards for Visual Art

VA O. 3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

VA.S. 3.2 Demonstrate a balance between spontaneity and purpose to produce complex works of art with conviction and disciplined craftsmanship.

VA 3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

VA 3.5 Use appropriately cited sources to document research and present information on visual culture.

VA S. 3.5 Create multiple works that demonstrate thorough exploration of subject matter and themes.

VA 3.12 Use digital equipment and peripheral devices to record, create, present, and/or share accurate visual images with others.

Understanding (s)/aims (from Subject Guide): The aim is to: introduce students to a range of texts from different periods, styles and genres. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections. develop the students powers of expression, both in oral and written communication. encourage students to recognize the importance of the contexts in which texts are written and received. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts. promote in students an enjoyment of, and lifelong interest in, language and literature. develop in students an understanding of the techniques involved in literary criticism. develop the students ability to form independent literary judgments and to support those ideas.

Learning objectives/outcomes (from Standards/ Subject Guide):

The purpose of this unit is to teach students how to read texts closely in order to analyze how artists choices impact meaning and tone. I will know when students are able to read closely in order to analyze artists choices when they cite textual evidence in conversation and in writing that supports their analysis of meaning or tone from the text.

Learning Plan and Teaching StrategiesFormative AssessmentsSummative Assessments

Learning Experiences/Activities: direct instruction on: claims, counter claims, textual evidence, word choice, figurative language, close reading, grammatical concepts, etc. Weekly reading and text marking of literary or informational texts Daily independent reading Close reading demonstration/lesson(s) Close reading of informational, poetic and visual texts with note-taking in academic journals. text annotation Weekly Socratic discussion of texts.

Weekly reading recordWeekly reading journal entriesTeacher ObservationAnecdotal RecordsReflection in academic journals (3-2-1, PMI, learning progression reflections, etc.)

Integrated, written vocabulary and reading assessmentWritten analysisVisual artShowcase presentation

Resources

A variety of texts as noted on the quarterly instructional focus calendar and weekly lesson plans found online: http://www.laspillane.org

Analyzing Artists Choices

Unit Goal: The purpose of this unit is to teach students how to read closely in order to analyze how artists choices (word choice, image, media, framing choices, etc.) impact meaning and tone. I will know when students are able to read closely in order to analyze word choice when they cite textual evidence that supports written or spoken analysis of a texts meaning or tone.

Learning Scale: Word Choice

SkillEvidence

4

I can write an analysis of word choice across multiple artistic texts and articulate how specific evidence from the texts develop meaning or tone. Write multi-paragraph analysis of texts that cross genres, cultures or centuries that employs a blended compare/contrast organizational pattern. Students analysis demonstrates literary and cultural knowledge acquisition. Properly cite evidence when writing or speaking (parenthetical references).

3

I can read closely in order to examine and analyze word choices. I can analyze word choice by citing textual evidence to support my analysis during discussions or in writing. I can create art work that represents word and or image choices a poet makes and write an analysis of a poem using an artistic lens.

Students purposefully annotate paired or multiple-texts, color coding word choices or tropes (simile, metaphor, imagery, personification, etc.) used by the author to convey meaning or tone. Embed evidence of word choice into analytical writing by paraphrasing, quoting and summarizing. Explain how connotation of artists choices convey theme and tone. Demonstrate art knowledge. Use participles, absolutes, appositives, adjectives out of order, and or action verbs to vary sentence structures and create voice. Use transitions to link and create relationships between sentences and paragraphs. Write, support and develop analytical claims about an artwork.

2

I can read closely for word choice. I can plan for art making and writing by collecting images and information from the Internet. I can draft writing that summarizes and or categorizes the language poets use by identifying words or phrases that convey the specified meaning and/or tone. Make analytical claims about an artwork. Support claims with evidence from the text. Identify how language establishes setting and evokes a sense of time and place by marking it in text. Identify meaning and words that contribute to tone (color coding, chunking, annotating) Given a tone or meaning of a word, students can find evidence in the text that demonstrates it. Note language used related to tone or meaning using 4-squaare analysis (devices, connotation, theme & tone) Use context clues to determine the meanings of unfamiliar words.

1

I can name words/phrases that are positive or negative in terms of connotation. I can identify figurative language in poetic text. I can define tone.

Given a bank of tone words, I can select one word to describe the tone of a given text and identify language used by the author that communicates that attitude. Tell the difference between mood and tone. Understand how context influences word meaning.

0

I understand that words have layers of meaning.

Discuss words and figurative language used in text. Explain the difference between figurative meaning and literal meaning. I can explain the difference between connotation and denotation. I can discuss multiple meanings of words. I can use reference sources, print or digital, to look up the meanings of words.

Interdisciplinary Links: visual arts standards noted abovehistorical periods and art movementssocial, political and economic context of art works (paintings and poetry) studied

IB Core Connections

Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced

CAS Connections increased their awareness of their own strengths and areas for growth undertaken new challenges planned and initiated activities shown perseverance and commitment in their activities engaged with issues of global importance considered the ethical implications of their actions developed new skills worked collaboratively with others

TOK Links Is a work of literature enlarged or diminished by interpretation? What makes something a good or bad interpretation? How can a literary work of fiction, which is by definition non-factual, convey knowledge? What is the proper function of literatureto capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community together, to praise a spiritual power, to provoke reflection or to promote social change? Does familiarity with literature itself provide knowledge and, if so, of what kindknowledge of facts, of the author, of the conventions of the form or tradition, of psychology or cultural history, of oneself? What knowledge of literature can be gained by focusing attention on the author? Can, or should, authors intentions and the creative process itself be understood through observing authors or knowing something of their lives? Is the creative process as important as the final product, even though it cannot be observed directly? Are an authors intentions relevant to assessing the work? Can a work of art contain or convey meaning of which the artist is oblivious? What knowledge of literature can be gained by focusing attention solely on the work itself, in isolation from the author or the social context? What knowledge of literature can be gained by focusing attention on its social, cultural or historical context? How important is the study of literature in individual/ethical development? In what ways? What constitutes good evidence within the study of literature? What knowledge can be gained from the study of literature? What is lost in translation from one language to another? Why? Can literature express truths that cannot be expressed in other ways? If so, what sort of truths are these? How does this form of truth differ from truth in other areas of knowledge?

Reflections and Evaluations

See teaching journal.

DP Unit Planner.