12RL-Craft+&+Structure

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.) 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). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**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. Assess how point of view or purpose shapes the content and style of a text.
 * ===**Common Core Standard**===
 * AS:**
 * RL. 12.4**
 * RL. 12.5**
 * RL. 12.6**
 * MP: ** 1. Makes sense of a problem and perseveres in solving them. 2. Reasons abstractly and quantitatively. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

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**===
 * RL. 12.4** Evaluate
 * RL. 12.5** Create
 * RL. 12.6** Analyze ||

RL. 12.4
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**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.)
 * 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. 12.5 **
 * 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. 12.6 **
 * 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.)
 * RL 12.4 **

Flashback Flash-forward Frame narrative Resolution Aesthetic Parallel plot Comedy Tragedy
 * RL 12.5 **

Satire Sarcasm Understatement Irony Social commentary Perspective Point of view (i.e. first-person; unreliable narrator; omniscient, etc.) Diction Syntax Parody
 * RL 12.6 **

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

**Seminar and Essay ** Choose one of the //Canterbury Tales //. Explain how the main character shows his or her personality through narration. How do fabliaux reveal the point of view of the character? Use textual evidence to support an original, concise thesis statement. (RL.11-12.5, RI.11-12.2, SL.11-12.1, SL.11-12.4, W.11-12.2)

**Seminar and Essay ** Discuss “The Pardoner’s Tale” as a satire. What, exactly, is being literally described versus being satirized? Why does Chaucer use satire? Is Chaucer satirizing human nature or the church as an establishment? Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**Essay ** Draw parallels between representations of character in a medieval play and in medieval icons. Compare and contrast their similarities and differences. Are they more alike or different? Use concrete evidence from both texts to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, W.11-12.2)

**Seminar and Essay ** Boccaccio’s //The Decameron // alludes to Dante’s allegorical model. Why does he satirize Dante’s allegorical model? What is revealed by this satire? Is Boccaccio enlightened and, therefore, a man ahead of this time? Use textual evidence from both texts to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.6, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**Seminar and Essay ** Read Dante’s //Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. How does the allegory reveal the values of the Middle Ages? What sins are punished most severely and why? Do you agree with the hierarchical circles of hell Dante creates? Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.6, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Speech ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Select a poem from this unit and recite it from memory. Include an introduction that states:
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Who wrote the poem;
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Its form, meter, rhyme scheme, and key literary elements;
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">An aspect of the poem that comes through after multiple readings. (RL.11-12.4)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Using works of art as textual evidence, do **<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">one **<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> of the following: (a) compare a literary work from this unit with a Renaissance work of art, with attention to principles of proportion and symmetry; (b) compare a Renaissance literary work with a medieval work, with attention to depiction of character; or (c) relate a literary work to a philosophical work. Include at least one critical source and one reference work to support an original, concise thesis statement. (RL.11-12.4, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read selected poems from Blake’s “ //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Songs of Innocence //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">.” Consider biblical allusion to explain the relationship between Innocence and Paradise. Also, how is Experience a metaphor for the Fall of Man? Use textual evidence from the poems selected to create an original, concise thesis statement. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How does Tennyson’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">In Memoriam A.H.H //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. use nature to express metaphorically human feelings and emotions? What point of view is Tennyson revealing? Use textual evidence from the poem to support an original, concise thesis statement in an essay. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Explicate “ //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Ode to Indolence //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">.” Agree or disagree with Keats: 'This (Indolence) is the only happiness; and is a rare instance of advantage in the body overpowering the Mind.' Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.4, W.11-12.1, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">How did the war-era poetry of Sassoon contribute to the shaping of existentialism as a philosophy? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How do //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">All Quiet on the Western Front //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and Sassoon’s war poems influence and contribute to the existential movement? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

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

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

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. The goals of this lesson plan are to gain an appreciation for Greek drama through study of a play by Sophocles; to explore the cultural and historical context of Greek drama and its role in Greek society; to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. **(RL.1, RL.2, RL.4, RL.7, RL.10, RI.4, W.2, W.4, W.6 W.7, W.8, L.4)** > Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment. **(RL.1, RL.4, RL.5, RL.7, RL.9, RL.10, W.4, W.6, W.7, W.9, L.1, L.2, L.5, L.6)** > This resource contains an EDSITEment lesson in which students will study Shakespeare's Macbeth. Students will use an Internet search engine to collect instances in the play of specific key words. Students will then organize and analyze the passages in which these key words appear for what they reveal about Macbeth's state of mind and the motives behind his increasing evil. **(RL.1, RL.4, W.7, W.8)** > The goals of this lesson plan are: (1) To learn about Shakespeare's use of poetic conventions as a principle of dramatic structure in Romeo and Juliet; (2) To examine the first meeting between Romeo and Juliet as an enactment of figurative language in a context of competing poetic styles; (3) To explore the use of poetic forms to impart perspective in later episodes of the play; (4) To gain experience in close reading and the interpretation of verse structure and imagery. **(RL.1, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, L.5, L.6)** > This lesson from EDSITEment highlights one episode in the Divine Comedy to provide students with an introduction to Dante's great poem. Learning objectives include (1) To learn about the structure and artistry of Dante's Divine Comedy; (2) To examine the episode of Paolo and Francesca as a poetic interpretation of romantic love; (3) To gain experience in close reading and interpretation of literary allusions. **(RL.1, RL.2, RL.5, W.2, W.4)** > Monsters have haunted the literary imagination from earliest times (e.g., the Cyclops, Grendel, etc.), but a particular interest in horror and the Gothic form dates back to the 18th and early 19th century. The goals of this plan are to explore the origins and development of a literary genre; to investigate how shared imaginative concerns link the members of a literary period; to examine the evolution of a literary tradition; to compare works of literature from different eras. **(RL.3, RL.5, RL.9, RI.7, W.2)** ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * Live From Antiquity!
 * Practical Criticism
 * Shakespeare's Macbeth:Fear and the Motives of Evil
 * You Kiss by the Book: Romeo & Juliet
 * A Storybook Romance
 * Tales of the Supernatural
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.


 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.