11RL-Craft+&+Structure

RL.11.4. 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.) RL.11.5. 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.11.6. 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). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). HS.SI.1 Evaluate resources needed to solve a given problem. HS.SI.3 Evaluate content for relevance to the assigned task. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * AS:**
 * RL. 11.4**
 * RL. 11.5**
 * RL. 11.6**
 * MP: ** 1. Makes sense of a problem and perseveres in solving them. 2. Reasons abstractly and quantitatively. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * RL. 11.4** Evaluate
 * RL. 11.5** Create
 * RL. 11.6** Analyze ||

RL. 11.4

 * Review context clues.
 * Review diction, figurative language, and tone (both formal and informal).
 * Read and comprehend grade-level text.
 * Identify figurative and connotative words and phrases.
 * Analyze the connotative meanings of self-selected words and phrases.
 * Classify the translated words and phrases according to categories of tone.
 * Critique the language for its freshness, engagement, and beauty.
 * Evaluate the impact of specific words and phrases on tone and meaning, as well as words with multiple meanings.
 * RL. 11.5 **
 * Review author’s use of specific plot structure devices (i.e. flashback, pacing, flash-forward, parallel plot, frame narrative).
 * Read and comprehend grade-level text.
 * Question author’s choice of structural devices in terms of impact on text.
 * Critique effects of author’s structural choices in terms of comedic or tragic resolution.
 * Hypothesize the impact of different structural designs.
 * 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. 11.6 **
 * Review how various points of view relate to perspective.
 * Distinguish between satire, irony, understatement, and sarcasm.
 * Read and comprehend grade-level text.
 * Determine point of view.
 * Identify evidence of satire, irony, understatement, and/or sarcasm.
 * Analyze point of view to author’s use of satire, irony, sarcasm, and/or understatement.
 * Critique text to determine author’s social commentary.
 * Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement.)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== Diction Connotation Denotation Abstract Concrete Tone Mood Jargon Slang Figurative language (i.e. similes, metaphors, conceit, oxymoron, hyperbole, pun, personification etc.) Rhetorical devices (i.e. questions, allusions, paradox, parallelism, etc.)
 * RL 11.4 **

Flashback Flash-forward Frame narrative Resolution Aesthetic Parallel plot Comedy Tragedy
 * RL 11.5 **

Satire Sarcasm Understatement Irony Social commentary Perspective Point of view (i.e. first-person; unreliable narrator; omniscient, etc.) Diction Syntax Parody
 * RL 11.6 **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
[] TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Introduction to Modernist PoetryModernist poetry often is difficult for students to analyze and understand. A primary reason students feel a bit disoriented when reading a modernist poem is that the speaker himself is uncertain about his or her own ontological bearings. The rise of cities; profound technological changes in transportation, architecture, and engineering; a rising population that engendered crowds and chaos in public spaces; and a growing sense of mass markets often made individuals feel less individual and more alienated, fragmented, and at a loss in their daily worlds. This lesson has three parts: 1) Understanding the Context of Modernist Poetry 2) Thirteen Ways of Reading a Modernist Poem, 3)Navigating Modernism with J. Alfred Prufrock
 * The Forest of RhetoricThis online rhetoric, provided by Dr. Gideon Burton of Brigham Young University, is a guide to the terms of classical and renaissance rhetoric. Sometimes it is difficult to see the forest (the big picture) of rhetoric because of the trees (the hundreds of Greek and Latin terms naming figures of speech, etc.) within rhetoric. This site is intended to help beginners, as well as experts, make sense of rhetoric, both on the small scale (definitions and examples of specific terms) and on the large scale (the purposes of rhetoric, the patterns into which it has fallen historically as it has been taught and practiced for 2000+ years).
 * Walt Whitman's Notebooks and Poetry: the Sweep of the UniverseClues to Walt Whitman's effort to create a new and distinctly American form of verse may be found in his Notebooks, now available online from the American Memory Collection. In an entry to be examined in this lesson, Whitman indicated that he wanted his poetry to explore important ideas of a universal scope (as in the European tradition), but in authentic American situations and settings using specific details with direct appeal to the senses.
 * After the American Revolution: Free African Americans in the NorthIn this lesson, students will meet some of those African Americans and practice the techniques authors use to transform information about individuals into readable biographies.
 * American Literary Humor - Mark Twain, George Harris and Nathaniel Hawthorne In this three-part curriculum unit, students examine structure and characterization in several short stories and consider the significance of humor through a study of several American writers. One or all lessons can be taught individually or linked together as a unit on 19th century American humor.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===