Drama Fletcher, Louise. Sorry, Wrong Number Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play Poetry Longfellow, Henry Wadsworth. Revere’s Ride” “Paul Whitman, Walt. Captain! My Captain” “O Carroll, Lewis. “Jabberwocky” Navajo tradition. Song of Thunder” “Twelfth Dickinson, Emily. Railway Train” “The Yeats, William Butler. Song of Wandering Aengus” “The Frost, Robert. Road Not Taken” “The Sandburg, Carl. “Chicago” Hughes, Langston. Too, Sing America” “I, Neruda, Pablo. Book of Questions” “The Soto, Gary. “Oranges” Giovanni, Nikki. Poem for My Librarian, Mrs. Long” “A Sample Performance Tasks for Stories, Drama, and Poetry Students of the morality of Tom Sawyer in Mark Twain’s novel of summarize the development • the same name and analyze its connection to themes of accountability and authenticity by noting how it is conveyed [RL.8.2] through characters, setting, and plot. Students Laurence Yep’s Chinese immigrants in compare and contrast fictional portrayal of • turn-of-the-twentieth- century San Francisco in to Dragonwings historical accounts of the same (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper period of to create a sense of and understanding how authors use or alter historical sources time place as well as make fictional lifelike and real. [RL.7.9] characters Students as well as draw about the drake and the duck • cite explicit textual evidence inferences from Katherine Paterson’s their of the perils The Tale of the Mandarin Ducks to support analysis of vanity. [RL.6.1] Students Sandra Cisneros’s choice of young explain how develops the point of view of the • her story [RL.6.6] speaker in “Eleven.” Students how the playwright Louise Fletcher uses (e.g., analyze particular elements of drama • setting and dialogue) to create dramatic tension in her play [RL.7.3] Sorry, Wrong Number. Students the effect Henry Wadsworth Longfellow’s Revere’s compare and contrast poem • “Paul Ride” has on them to the effect they experience from a dramatization of the event multimedia
Drama Fletcher, Louise. Sorry, Wrong Number Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play Poetry Longfellow, Henry Wadsworth. “Paul Revere’s Ride” Whitman, Walt. “O Captain! My Captain” Carroll, Lewis. “Jabberwocky” Navajo tradition. “Twelfth Song of Thunder” Dickinson, Emily. “The Railway Train” Yeats, William Butler. “The Song of Wandering Aengus” Frost, Robert. “The Road Not Taken” Sandburg, Carl. “Chicago” Hughes, Langston. “I, Too, Sing America” Neruda, Pablo. “The Book of Questions” Soto, Gary. “Oranges” Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long” Sample Performance Tasks for Stories, Drama, and Poetry • Students summarize the development of the morality of Tom Sawyer in Mark Twain’s novel of the same name and analyze its connection to themes of accountability and authenticity by noting how it is conveyed through characters, setting, and plot. [RL.8.2] • Students compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn-of-the-twentieth- century San Francisco in Dragonwings to historical accounts of the same period (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter historical sources to create a sense of time and place as well as make fictional characters lifelike and real. [RL.7.9] • Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine Paterson’s The Tale of the Mandarin Ducks to support their analysis of the perils of vanity. [RL.6.1] • Students explain how Sandra Cisneros’s choice of develops the point of view of the young speaker in her story “Eleven.” [RL.6.6] • Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3] • Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience from a multimedia dramatization of the event
CCSS_texts_and_tasks.docx