Appendix on Implementing District Standards
Standards are Common Core 11th and 12th Language Arts for Reading Literature and Informational Text.
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Students will read both texts and will complete multiple summative assessments in order to understand basic elements of fiction (e.g. plot, character, setting) in order as well as to investigate important overarching themes in both texts.
11-12.RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Students will analyze the impact of the author’s choices when engaging with the RCA Indian Head Test photo. Students will read the prologue of There, There and make personal connections to the questions presented to them.
11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
During Act II, Scene II of Othello, students will discuss and reconcile the brevity of the scene and how it pertains to Othello’s class status in Venetian society. Students will use the painting created by Stothard to help assist student’s learning needs.
11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
Students will watch Orson’s Welles’ adaptation of Othello in order to open discussion about representation and character. Stothard’s painting will be used as a contrast between the play, the text and the dramatic adaptation.
11-12.W.3. Write narratives to develop real or imagined experiences or events using effective technique. well-chosen details, and well-structured event sequences
Students will reflect on points of relatability through journaling for both texts. Students will be expected to journal about the choices that the main characters had to make, whether it is related to making friends or having to make hard decisions for the sake of other people. Students will be expected to provide direct examples from both texts.
11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Students will do a research project for rituals and traditions in order to create one for Overbrook High School. Through proposing a tradition, I want students to engage critically about the social aspect of participation and consent when building culture and identity for a polity.
11-12.SL.1.a Come to discussions prepared. having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Students will have read both texts in full and have engaged with primary and secondary sources before their debate. Students will be taught decorum for holding space for classmates through Socratic seminar.
11-12.SL.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Through the collaborative poster, students will be expected to read Act II, Scene II and then “fill in the blanks” as a class. By talking with each other, students will practice making effective predictions and reflecting on the primary values that Stothard had as an artist. Students will also reflect on Venetian society’s values and compare it to the values that they uphold as evidenced in their painting.
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