version interprets the source text (Include at least one play by Shakespeare and on play by an American dramatist). RL.12.9- Demonstrate knowledge of eighteenth and nineteenth and early twentieth century foundational works of American Literature, including how two or more texts from the same period similar themes or topics. L.12.5 Demonstrate the understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech(e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Sample Learning Targets Sample Strategies, Formative** and Knowledge Summative* Assessments I can define figures of speech (e.g. Students will use a variety of graphic hyperbole, paradox) organizers to analyze texts Students will use reading strategies to I can recognize figures of speech comprehend text within the text Students will answer text based Reasoning: questions using textual evidence to I can interpret figures of speech (e.g. support their answer hyperbole, paradox). Students will participate in Socratic circles I can analyze the role of figurative Students will work in small groups language within the text. Students will work in pairs I can determine how figurative Student will complete an LDC task language influences a text’s purpose Skills (Reading, Grammar, Writing, 21st Academic Vocabulary and Key terms Century) Comedy Identify author’s specific style Tragedy Identify aesthetic impact Aside Analyze how the author’s choices Monologue contribute to the overall structure and Soliloquy meaning Theme Identify two or more central idea or themes Characterization of a text Allegory Explain how the themes or central ideas of Foreshadowing a text build on one another to produce a Flashback complex account dialogue Figurative language Rhyme scheme
version interprets the source text (Include at least one play by Shakespeare and on play by an American dramatist). RL.12.9- Demonstrate knowledge of eighteenth and nineteenth and early twentieth century foundational works of American Literature, including how two or more texts from the same period similar themes or topics. L.12.5 Demonstrate the understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech(e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Sample Learning Targets Knowledge I can define figures of speech (e.g. hyperbole, paradox) I can recognize figures of speech within the text Reasoning: I can interpret figures of speech (e.g. hyperbole, paradox). I can analyze the role of figurative language within the text. I can determine how figurative language influences a text’s purpose Sample Strategies, Formative** and Summative* Assessments Students will use a variety of graphic organizers to analyze texts Students will use reading strategies to comprehend text Students will answer text based questions using textual evidence to support their answer Students will participate in Socratic circles Students will work in small groups Students will work in pairs Student will complete an LDC task Academic Vocabulary and Key terms Comedy Tragedy Aside Monologue Soliloquy Theme Characterization Allegory Foreshadowing Flashback dialogue Figurative language Rhyme scheme Skills (Reading, Grammar, Writing, 21st Century) Identify author’s specific style Identify aesthetic impact Analyze how the author’s choices contribute to the overall structure and meaning Identify two or more central idea or themes of a text Explain how the themes or central ideas of a text build on one another to produce a complex account
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