ELA, GRADE 8 Sixth Six Weeks Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works UNIT OVERVIEW Students will study William Shakespeare, including his life, Elizabethan England, his major works, his use of language including grammar and punctuation, and the patterns of his plays; students will also write various reflective and analytical responses. Students will identify and discuss Shakespeare s innovative word usage as part of their ongoing vocabulary study. Students will identify and discuss Archetypes in Shakespeare s works. Students will take the third and final Written Conventions Assessment for the academic year. GENERALIZATIONS / ENDURING UNDERSTANDINGS THEME: Literature can reveal universal truths about human nature. CRAFT: Writers can deliberately craft language to create an aesthetic appeal. SKILL: Patterns used across culture and time reflect humanity s experiences and values. Shakespeare s plays maintained the patterns in the genres of Comedy and Tragedy that originated from ancient Greek plays (with the exception of the plays considered Shakespeare s problem plays ). CONCEPTS THEME: Human nature Universal truths CRAFT: Aesthetic appeal Writer s craft SKILL: Archetypes Culture
GUIDING / ESSENTIAL QUESTIONS THEME: How do writers use literature to reveal truths about human nature? What are common universal truths throughout literature? CRAFT: How does language create an aesthetic appeal? How do writers deliberately craft writing to control language? SKILL: What are common patterns and archetypes in literature? How do archetypes maintain their meaning across time and culture? LEARNING TARGETS The study of words (including roots, affixes, foreign words, and expanded vocabulary) needs to be an ongoing activity throughout the year. Teachers may review the lists from the first semester and the second semester units as well as create new lists from current literature the students are reading and studying. FORMATIVE ASSESSMENTS Students will learn about the patterns in Shakespeare s plays and will demonstrate their knowledge by having discussions, completing pattern charts, doing activities, writing translations of Shakespeare s language to modern language, and analyzing sonnets. Students will also identify Archetypes found in Shakespeare s plays. SUMMATIVE ASSESSMENTS Final exam in May
TEKS (Grade Level) / SPECIFICATIONS (5A) analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. (Local) 5B -- Understand and identify literary terms such as playwright, theater, stage, act, dialogue, dialect, analogy, and scene across a variety of literary forms (from 8.12D 2008). (Local) 5C -- Understand literary forms by recognizing and distinguishing between comedy and tragedy (from 8.12E last part 2008) (OSB) Discuss orally the genres of various Shakespearean plays. (14A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. Writing/Literacy Texts: Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to [15Bi] write a poem using poetic techniques (e.g., rhyme scheme, meter). (OSB) Write a free verse poem displaying rhythm by including examples of assonance, consonance, alliteration, repetition, etc. [15Bii] write a poem using figurative language (e.g., metaphors, similes, personification, idiomatic expressions, symbolism, and/or hyperbole). [15Biii] write a poem using graphic elements (e.g., word position). PROCESSES AND SKILLS FACTS Shakespeare s life and Elizabethan England Elements of the genres of Comedy and Tragedy Three types of Shakespearean plays Shakespeare s Globe and theatrical norms of his time period LANGUAGE OF INSTRUCTION The teacher will introduce the following literary terms and will revisit them all year long. Students need to be familiar with and aware of the meaning and importance of these dramatic terms: aside soliloquy comedy tragedy comic relief drama prologue epilogue history problem play (tragicomedy) sonnet rhymed couplet iambic pentameter acts, scenes, and stage directions tragic hero tragic flaw (hamartia) hubris word play (in Shakespeare s plays)
NATIONAL ASSESSMENT CONNECTIONS Continue to teach Pre-AP strategies and use the terminology associated with Pre-AP. RESOURCES excerpts from movies made from Shakespearean plays excerpts from Shakespeare s plays websites about Shakespeare s language and theater (Google Shakespearean language for many options) books about Shakespeare s language http://www.shakespearesglobe.com (for the Globe Theatre in London) NARRATIVE TEXT FOCUS (grade level) The patterns of Shakespeare s plays will be analyzed specifically referencing these plays: Tragedies: Hamlet and Othello Comedies: A Midsummer Night s Dream, Twelfth Night, and Much Ado About Nothing. History play: Henry V Problem plays (tragicomedies): The Tempest and Love s Labours Lost Various Shakespearean sonnets (at least one sonnet) SUPPLEMENTAL MATERIALS Elements of Literature: Second Course (class set of textbooks from previous adoption) Literature: Grade 8 (Holt McDougal textbook current adoption) various anthologies various print and electronic sources various film adaptations of the specific plays listed above WRITING FOCUS PURPOSE: to experiment with the aesthetics of language and to reflect on the year PROCESS: craft practices and assessment TEXT STRUCTURE: reflexive and analytical writing WRITER'S CRAFT & PROCESS (author-used techniques) various works that experiment with the aesthetics of language analytical writing about Shakespeare s techniques reflexive writing where students reflect on lessons, skills, themes, and their choice/independent reading for the entire year
CRAFT PRACTICES: word play extended metaphor original verse (such as students writing their own sonnets) ASSESSMENT: On a weekly basis, students will brainstorm, practice, and revise craft writing based on previously-viewed writing models. CONVENTIONS OF LANGUAGE Teachers will use mini-lessons to teach the conventions of language and use students own writing to practice the skills and techniques that are taught in the mini-lessons. We do not simply teach grammar and punctuation in isolation. Students will focus on perfecting their use of the Written Conventions listed throughout each semester and including mastery of MLA parenthetical documentation: EIGHTH GRADE Sentence Structure Vary sentence length and take risks in grammar to achieve an intended artistic or literary effect. Use a variety of sentence beginnings to show effective, purposeful use of adverbial clauses, gerund phrases, participial phrases, and infinitive phrases to eliminate excessive use of regular word order and to use these structures to accomplish specific purposes as a writer. Use appositive, adverbial, adjectival phrases and clauses to add depth and meaning to sentences. (19Aii, iii) Write complex sentences and differentiate between main vs. subordinate clauses. (19B) Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. (19C) Use appropriate signal phrases for quotations and give proper documentation to sources used. (Use MLA style of documentation and punctuation.)
Parts of Speech Capitalization Punctuation Use correct forms of perfect tenses and progressive forms of verbs Use more complex active and passive tenses and verbals (gerunds, participles, and infinitives). Use restrictive and non restrictive adjectival (relative) clauses. Use appropriate subordinating conjunctions for context and effect. Use reciprocal pronouns correctly (e.g., each other/ one another). Use pronouns correctly in both the nominative and objective cases. Use more complex capitalization with increasing accuracy, such as for geographical locations, first word in a line of poetry, and seasons. Use parentheses for documentation of the author s last name and page number for a source quoted and/or paraphrased. Use a colon after an independent clause when listing information after the clause that strongly pertains to or explains the clause. Use brackets when adding words or clarification within a quotation. Use ellipses when using part of a quotation but not the whole sentence to indicate the section/words omitted. Use commas after introductory structures and dependent adverbial clauses; use correct punctuation for complex sentences (20Bi). Appropriately use apostrophes.
VOCABULARY Students will study unique words and phrases that Shakespeare uses in his plays and sonnets. Students will continue to incorporate words they have learned during the year including the list that is specific for eighth grade students and mentioned in other units documents. Students are encouraged to use these words in their writing and speaking. OBSERVABLE STUDENT BEHAVIORS (OSB) OSB's adapted and/or quoted from The Continuum of Literacy Learning: A Guide to Teaching by Gay Su Pinnell and Irene C. Fontas (2007) (Program will not allow italics).