12RL-Key+Ideas+&+Details

RL-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== **RL. 12.1** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. **RL. 12.2** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. **RL. 12.3** Analyze how and why individuals, events, and ideas develop and interact over the course of a text. **MP.1** Makes sense of problems and perseveres in solving them. || HS.SI.1 Evaluate resources needed to solve a problem. HS.SI.2 Evaluate resources for point of view, bias, values, or intent of information. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== RL. 12.1 Understand RL. 12.2 Analysis RL. 12.3 Evaluation || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * AS: **
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== Ambiguity Inference Implicit Explicit Syntax Claim Judgment Tone
 * RL. 12.1**
 * Read and comprehend grade-level text.
 * Review literary terms relating to poetry, drama, and fiction.
 * Review textual evidence.
 * Examine patterns within a text, focusing on words, syntax, etc.
 * Make a judgment regarding the explicit and implicit patterns in a text.
 * Formulate a response that links evidence to judgment.
 * Analyze sections of text that are unclear.
 * Justify how evidence supports claim or judgment.
 * Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * RL. 12.2 **
 * Review theme.
 * Explain unbiased summary.
 * Define //universal theme// and its application.
 * Read and comprehend grade-level text.
 * Examine patterns throughout the text, focusing on theme development.
 * Show the development of each theme throughout the course of the text.
 * Determine two or more theme statements based on specific details located in the text.
 * Evaluate two or more themes within the text to determine their relationship and how they interact together to produce the text.
 * Formulate an unbiased/independent response regarding the theme or central idea.
 * Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * RL. 12.3 **
 * Read and comprehend grade-level text.
 * Analyze plot structure.
 * Evaluate how author’s choice of structural devices impacts plot development, elements (such as climax, motivation, and conflict), setting, and characters.
 * Justify the effectiveness of the author’s choices.
 * Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed.)
 * RL. 12.1 **

Mood Theme Universal theme Central idea Objective Unbiased Analysis Conflict (internal and external) Point-of-view Characterization (direct and indirect) Summary Paraphrase
 * RL. 12.2 **

Elements of plot structure (i.e. setting, conflict, character, climax) Motivation Tone Mood Syntax Diction Structure Theme Rhetorical and/or literary terms as related to piece(s) of literature (i.e. plot, foreshadowing, characterization, syntax, fallacy, logic, etc.)
 * RL.12.3 **

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

**Collaborate ** Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, SL.11-12.1)

**Seminar and Essay ** Compare and contrast //Sir Gawain and the Green Knight // and “The Knight’s Tale.” What are the qualities of the ideal knight? Do they differ at all? Use textual evidence from both texts to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<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;">Compare “The Monk’s Tale” in //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> with Dante’s story of Ugolino in Cantos XXXII-XXXIII of the //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">, paying special attention to depiction of character. Use at least one critical source. Use textual evidence to support an original, concise thesis statement. (RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2, W.11-12.7, L.11-12.3)

**<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;">Is the Wife of Bath from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">A Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> a feminist? Use textual evidence to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<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;">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)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">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)

**<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;">“To what degree does medieval literature regard human existence as secondary to the divine?” Use textual evidence from one of the texts read in this unit to support an original, concise thesis statement. (RL.11-12.2, W.11-12.1, SL.11-12.1, SL.11-12.3)

**<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;">Boccaccio’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Decameron //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> 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)

**<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 Dante’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">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;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Does the term “dark ages” accurately describe the Middle Ages? Use primary and secondary sources from this unit or outside of the unit to support an original, concise thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Answer the essential question: “How does medieval literature suggest a preoccupation with both divine and earthly existence?” Use primary and secondary sources from this unit or outside of the unit to support an original thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<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 //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Macbeth //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? What does it reveal about fate and free will? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

**<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 //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Macbeth //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">and excerpts from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Prince //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">by Machiavelli. How do Machiavelli’s principles apply to the play? What is Shakespeare saying about Machiavelli’s approach to attaining and maintaining political power? Consider the quote “it is better to be feared than to be loved.” Is this true for Macbeth? Use textual evidence from both texts to support an original, concise thesis statement.

**<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 //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Henry IV, Part I. //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> How does Falstaff reflect the new ideas of the Renaissance regarding chivalry and honor? How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

**<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;">Compare one of the satirical stories of //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> (from unit one) with one of the stories from Boccaccio’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Decameron //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. What does the satire reveal about the author’s intention and message? Use textual evidence to support an original, concise thesis. (RL.11-12.2)

**<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 excerpts from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Don Quixote //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and/or watch the film version of //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Man of La Mancha //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. Compare Don Quixote’s outlook on life with those of another character, such as the priest. Use textual evidence citing either the novel or the film to support an original, concise thesis statement. (RL.11-12.1, W.11-12.5, 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)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**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**=== > In this lesson from EDSITEment, students will examine the historical origins of the Arthurian legend. Students will gain insight into the use of literature as historical evidence. Through the references and links in this lesson, students can track the growth of a legend like that of King Arthur, from its emergence in the Medieval Ages to its arrival on the silver screen. **(RL.1, RL.2, RL.7, W.2, W.7, W.8, L.1, L.2)** > 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, SL.2, 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, SL.1, 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, SL.2, SL.4)** > 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.I, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, SL.1, L.5, L.6)** > 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)** > > > > >
 * Chaucer's Wife of Bath This lesson from EDSITEment introduces students to one of the most admired characterizations in Chaucer's "The Canterbury Tales" the Wife of Bath. Learning Objectives include (1) To analyze Chaucer's portrayal of the Wife of Bath in The Canterbury Tales; (2) To consider how the story told by the Wife of Bath reflects on both her character and on Chaucer's view of marriage and women; (3) To examine literary sources that contributed to this characterization; (4) To explore the historical context that informs this depiction of the rights of women in marriage. http://edsitement.neh.gov/lesson-plan/chaucers-wife-bath **(RL.1, RL.3)**
 * A Storybook Romance 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)**
 * Exploring Arthurian Legend
 * Arthurian Legends and Courtly Love
 * Live From Antiquity!
 * Practical Criticism
 * Shakespeare's Macbeth:Fear and the Motives of Evil
 * You Kiss by the Book: Romeo & Juliet
 * 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.
 * British Library Original copies of the following: //Masterpiece of the Renaissance, Jane Austen's Early Work, First Atlas of Europe, Outstanding 15th Century Church Book, Classic of Botanical Illustration, William Blake's Notebook, Pinnacle of Anglo-Saxon Art, Glimpses of Medieval Life, Flemish Masters in Miniature, Glorious Hebrew Service Book, A Landmark in Medieval History, Sketches by Leonardo, The Original Alice,// and //Mozart's Musical Diary.//

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Informationr**===