English

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**Stage 1 - Desired Outcome** **Stage**

**Established Goals:**

1. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

**Understandings:**

**Essential Questions:** **Essential Questions:**

//Students will understand that…//

- Shakepeare's fairyland is a metaphor for things we can't explain.  -"The course of true love ne'er did run smooth" -- love is difficult, particularly when parents don't approve.  - Literature is a comment on the human condition. ||  ||

//Students will know. . .// Iambic pentameter and tetrameter. Shakespeare uses different writing styles to suit different characters and differentiate them by class. The concept of "doubling" to explore different sides of reality.  The plot of //A Midsummer Night's Dream//.  Shakespeare's source material for Pyramus and Thisbe (Ovid). //Students will be able to//

Plan and perform a scene from //A Midsummer Night's Dream// .  Analyze language, characters, and plot of //A Midsummer Night's Dream//. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Analyze and evaluate choices made by actors and directors. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Analyze and evaluate choices they make themselves for a performance.

**Stage 2 - Assessment Evidence** **Stage**

**Performance Tasks:**

**Other Evidence:** **Other Evidence:**

Daily discussion Quizzes

**Stage 3 - Learning Plan** **Stage 3 - Learning Plan** **Stage 3 - Learning Plan** **Stage 3 - Learning Plan** **Stage 3 - Learning Plan** **Stage 3 - Learning Plan** **Stage 3 - Learning Plan**

**Learning Activities:**

What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results? What learning experiences and instruction will enable students to achieve the desired results?

Understanding by Design Template ||   || || || || blank ||||  ||||||||   ||||||||||||||||||   ||   ||   ||   ||   ||||||||||||||||||||||||||||||||||||||||||||||||||   || **Stage 1 - Desired Outcome** ||   || || || || **Established Goals:** ||||  ||||||||   ||||||||   ||||   ||||||||   |||||||||||||||||| **G** || || || || ||||||||||||||||||||||||||||||||||||||||||||||||||   || 1. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. ||  ||   ||   ||   || **Understandings:** ||||   |||| **U** |||||||||||||||||||||| **Essential Questions:** |||||||||||||||||||||||||||||||| **Q** || || || || || //Students will understand that…// ||||||  |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| How do fantasy and imagination influence how we see the world and behave toward each other? How are we responsible for our action? How and when are we responsible? How does one world's decision impact the other? ||  ||   ||   ||   || - Shakepeare's fairyland is a metaphor for things we can't explain. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> -"The course of true love ne'er did run smooth" -- love is difficult, particularly when parents don't approve. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">- Literature is a comment on the human condition. ||  ||   ||   ||   || //Students will know. . .// |||||| **K** |||||||||||||||||||| //Students will be able to// |||||||||||||||||||||||||||||||||||| **S** || || || || || <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Iambic pentameter and tetrameter. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Shakespeare uses different writing styles to suit different characters and differentiate them by class. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">The concept of "doubling" to explore different sides of reality. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">The plot of <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">//A Midsummer Night's Dream//. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Shakespeare's source material for Pyramus and Thisbe (Ovid). |||||||||||||||||||||||||||||||||||||||||| <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;">Paraphrase and comprehend Shakespeare's language. <span style="color: windowtext; font-family: ArialMT; font-size: 13.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US;"> ||  ||   ||   ||   || **Stage 2 - Assessment Evidence** ||   || || || || **Performance Tasks:** ||||  |||| **T** |||||||||||||||||||||| **Other Evidence:** |||||||||||||||||||||||||||||||| **OE** || || || || || **Stage 3 - Learning Plan** ||   || || || || **Learning Activities:** ||||  ||||||||   ||||||||   ||||   ||||||||   |||||||||||||||||| **L** || || || || ||||||||||||||||||||||||||||||||||||||||||||||||||   || What learning experiences and instruction will enable students to achieve the desired results? ||  ||   ||   ||   ||   || || || || ||||||||||||||||||||||||||||||||||||||||||||||||||   || 1. Intro to Shakespeare 2. Study Guides 3. Act I 4. Act II 5. Act III 6. Act IV 7. Act V 8. Uni Exam 9. Essay ||  ||   ||   ||   || || || || || ||
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