Stage 1 - Desired Results

California Learning Standards

California Content Standards
Reading 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).
Reading 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.
Reading 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
Reading 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
Reading 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
Reading 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.
Reading 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
Reading 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)
Reading 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)
Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Writing 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
Writing 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
Writing 2.2a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
Writing 2.2b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
Writing 2.2c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
Writing 2.2d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

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Established Goals

To help students to understand the basic constructs of dramatic literature.

To prepare students for response to literature portion of the CST by arming them with the academic language that they need.

To have students relate to the play and build their essay "sprinting" muscles by writing a short essay for each act connected to theme and life.

To have students feel Shakespeare by presenting a snippet of the play for peers.

Understandings Even a work that's 400 years old has currency today because of its themes and artful use of language. Drama is a sophisticated form of literature because everything has to be revealed through dialogue.	Essential Questions Essential Questions Why do we study a play that's over 400 years old? How is drama different from other literature? How are settings, characterization and conflict developed? Are Shakespeare's views on such themes as love, loyalty, friendship and fate still relevant today?
Students will know... Literary terms from CST A bit about Shakespeare and the evololution of dram as a form of literature and entertainment	Students will be able to... Identify examples of literary terms (and their importance) in the literature that they read. Develop a thesis around a theme that appears in the play and use evidence from the literature and their lives to support it.