GRADE 9

Module 2 A:
Drama’s Tragic Reach: Words and Art

Inquiry Module Overview

LENGTH: 3-4 Weeks

In this Inquiry Module, students analyze and evaluate a tragic drama. Students trace development of theme, analyze characters, determine meaning of words and phrases, and analyze the play’s structure. In addition, students analyze how subjects or key scenes from the play are represented in different artistic mediums. Students compose an informative/explanatory essay that explains the play’s representation in different artistic mediums drawing on textual evidence to explain the choices made by the artists.

Essential Question(s)

  • How does reading a tragic drama contribute to personal enrichment, inquiry, and problem solving?
  • How does my understanding of a text deepen my understanding of related texts in diverse formats?
  • How does understanding words enrich my understanding of a text and the world around me?
  • What are the most important elements of informative/explanatory writing?
ELA Strands

READING:Reading literature (tragic drama and varied artistic mediums that were influenced by that drama)

WRITING:Writing an informative/explanatory essay

SPEAKING and LISTENING:Engaging in collaborative discussion

LANGUAGE:Applying vocabulary acquisition and use

Lesson Teaching Points:

Replace “Build background knowledge including. . .”

WITH. . .

Develop understanding of qualities of tragic drama

Resources

Tragic drama paired with representation of a subject or key scene in artistic mediums (e.g.The Glass Menageriewith corresponding art, music, or photography;Macbethand corresponding music and photography)

GRADE 9

Module 2B:
Investigating a Theme

Inquiry Module Overview

LENGTH: 3 Weeks

In this Inquiry Module, students form productive work groups to investigate how a theme (from one of the tragic dramas studied in Module A) is represented in a variety of literary and informationaltexts, including a wide reading of world literature (i.e., works of literature from outside the United States). Students analyze how the theme is presented, including analyzing how authors draw on and transform source material. Students develop an understanding of how society’s values are influenced by events of the time period. They draw evidence from texts and discussions to support written analysis and reflection on the theme.

Essential Question(s)

  • How will studying a common theme represented in multiple texts deepen my understanding of the world around me?
  • How do works from different parts of the world treat a common theme?
  • What conclusions can I draw from reading multiple texts about a common theme?

ELA Strands

READING:Reading literature and informational texts (text set of a variety of pieces of literary and informational texts from outside the United States)

WRITING:Writing in response to reading

SPEAKING and LISTENING*:Engaging in collaborative discussions

*Emphasis on SL.9-10(c)

LANGUAGE:Applying knowledge of language

NO CHANGES TO GRADE 9, OEU 2, MODULE C

GRADE 10

Module 2A:
Mythology in Words and Art

Inquiry Module Overview

LENGTH: 3-4 Weeks

In this Inquiry Module, students analyze and evaluate mythology. Students trace development of theme, analyze characters, determine meaning of words and phrases, and analyze the piece’s structure. In addition, students analyze how subjects or key scenes from the textare represented in different artistic mediums. Students compose an informative/explanatory essay that explains the text’s representation in different artistic mediums drawing on textual evidence to explain the choices made by the artists.

Essential Question(s)

  • Why does reading mythology contribute to personal enrichment, inquiry, and problem solving?
  • How does my understanding of a text deepen my understanding of related texts in diverse formats?
  • How does understanding words enrich my understanding of a text and the world around me?
  • What are the most important elements of informative/explanatory writing?

ELA Strands

READING:Reading literature (mythology and varied artistic mediums that were influenced by the texts)

WRITING:Writing an informative/explanatory essay

SPEAKING and LISTENING:Engaging in collaborative discussion

LANGUAGE:Applying vocabulary acquisition and use

Resources

Mythology paired with representation of a subject or key scene in artistic mediums (e.g.,The Odysseywith corresponding art and sculpture,Oedipus Rexand corresponding music and photography)

Lesson Teaching Points:

Replace “Build background knowledge including. . .”

WITH. . .

Develop understanding of qualities of mythology

GRADE 10

Module B:
Analyzing a Theme

Inquiry Module Overview

LENGTH:3 Weeks

In this Inquiry Module, students form productive work groups to investigate how a theme (from the mythology studied in Module A) is represented in a variety of literaryand informational texts, including a wide reading of world literature (i.e., works of literature from outside the United States). Students analyze how the theme is presented, including analyzing how authors draw on and transform source material. Students develop an understanding of how society’s values are influenced by events of the time period. Students draw evidence from texts and discussions to support written analysis and reflection on the theme.

Essential Question(s)

  • How will studying a common theme represented in multiple texts deepen my understanding of others?
  • What influences how works from different parts of the world treat a common theme
  • What conclusions can I draw about the human experience from reading multiple texts about a common theme?

ELA Strands

READING:Reading literature and informational texts (text set of a variety of pieces of literary and informational texts from outside the United States)

WRITING:Writing in response to reading

SPEAKING and LISTENING*:Engaging in collaborative discussions

*Emphasis on SL.9-10.1(c)

LANGUAGE:Applying knowledge of language

NO CHANGES TO GRADE 10, OEU 2, MODULE C

GRADE 11

Module A:
Timeless Tragedy

Inquiry Module Overview

LENGTH: 3 Weeks

In this Inquiry Module, students analyze, synthesize, and evaluate multiple interpretations of excerpts from two dramas – one Shakespearean tragedy and one tragedy from an American dramatist. Students trace the development of themes, consider sequence of events, determine the meaning of words and phrases, analyze how an author’s choices contribute to overall structure and meaning, and evaluate how each version interprets the original material. Students select an audience and use technology and/or digital media to create an interpretation of a scene from one of the plays for that audience.

Essential Question(s)

  • How does analyzing a tragedy contribute to personal enrichment, inquiry, and problem solving?
  • How does analyzing multiple interpretations of a tragedy help me develop my own understanding of the play?
  • How does understanding words enrich my understanding of a tragedy and influence my writing?
  • How can I use technology to enhance my ideas, convey my interpretation, and appeal to my audience?
ELA Strands

READING:Reading literature (excerpts from a Shakespearean tragedy and a tragedy by an American dramatist and corresponding recorded or live productions)

WRITING:Interpreting a tragedy using technology and/or digital media

SPEAKING and LISTENING:Using digital media to create presentations; adapting speech and using formal English when appropriate

LANGUAGE**:Applying vocabulary acquisition and use by utilizing appropriate reference materials; demonstrating appropriate use of figurative language, word relationships and nuances in word meanings

**Emphasis on L.11-12.4(c)

Resources

  • Excerpts from Shakespearean tragedy paired with an interpretation of it(e.g.,OthelloandO,HamletandRosencrantz and Guildenstern are Dead,Macbethand a graphic novel version of it)
  • Excerpts from a tragedy by an American dramatist paired with an interpretation of it
  • Technology and digital media options for presentation (e.g., Prezi, Animoto, Garage Band)

Lesson Teaching Points:

Replace “Build background knowledge including. . .”

WITH. . .

Develop understanding of qualities of tragedy

GRADE 11

Module B:
Analyzing Texts with Themes that Transcend Time

Inquiry Module Overview

LENGTH: 3 Weeks

In this Inquiry Module, students form productive work groups to investigate how a theme (from one of the dramatic tragedies studied in Module A) is represented in a variety of literary and informational texts, including but not limited to American literature from eighteenth-, nineteenth-, and early-twentieth century foundational works. Students analyze how the theme is presented, including a comparison of how two American literature texts from the same period treat the theme. Students develop an understanding of how society’s values are influenced by events of the time period. They draw evidence from texts and discussions to support a written analysis and reflection on the theme.

Essential Question(s)

  • How do two works from the same literary period treat a common theme?
  • How will studying a common theme from multiple texts help me make sense of the world?
  • What conclusions can I draw from reading multiple texts that present a common theme?
  • Why do authors continue to write about a common theme?

ELA Strands

READING:Reading literature and informational texts (text set of a variety of pieces of literary and informational texts about a theme)

WRITING:Writing in response to reading

SPEAKING and LISTENING*:Engaging in collaborative discussions

*Emphasis on SL.11-12.1(c)

LANGUAGE:Applying knowledge of language

NO CHANGES TO GRADE 11, OEU 2, MODULE C

GRADE 12

Module A:

Two Stages: One Theme

Inquiry Module Overview

LENGTH: 3 Weeks

In this Inquiry Module, students analyze, synthesize, and evaluate multiple interpretations of excerpts from two plays with a similar theme – one by a Shakespearean and one by an American dramatist. Students trace the development of themes, consider sequence of events, determine the meaning of words and phrases, analyze how an author’s choices contribute to overall structure and meaning, and evaluate how each version interprets the original material. Students work collaboratively to select a contemporary audience and use technology and/or digital media to create an interpretation of a scene from one of the plays for that audience.

Essential Question(s)

  • How does analyzing a play contribute to personal enrichment, inquiry, and problem solving?
  • How does analyzing multiple interpretations of a play help me develop my own understanding of the play?
  • How does understanding words enrich my understanding of a play and influence my writing?
  • How can I use technology to enhance my ideas, convey my interpretation, and appeal to my audience?

ELA Strands

READING:Reading literature (excerpts from a Shakespearean play and a play by an American dramatist and corresponding recordings or live performances)

WRITING:Producing, publishing and updating shared writing products using technology

SPEAKING and LISTENING:Using digital media to create presentations; adapting speech and using formal English when appropriate

LANGUAGE**:Applying vocabulary acquisition and use by consulting general and specialized reference materials; interpreting figures of speech and applying word nuances and word meanings

**Emphasis on L.11-12.4(c)

Lesson Teaching Points:

Replace “Build background knowledge including. . .”

WITH. . .

Develop understanding of qualities of plays

Resources

  • Excerpts from a Shakespearean play paired with an interpretation of it (e.g.,The Taming of the ShrewandTen Things I Hate About You,As You Like it,Much Ado About Nothing, graphic novels, animations, films)
  • Excerpts from a play by an American dramatist paired with interpretations (e.g., Death of a Salesman—script and film version)
  • Technology and/or digital media options for presentation (Prezi, Animoto, Garage Band)

Module B:
Gathering and Analyzing Texts with Themes that Transcend Time

Inquiry Module Overview

LENGTH: 3 Weeks

In this Inquiry Module, students form productive work groups to investigate how a theme (from the plays studied in Module A) is represented in a variety of texts, including but not limited to American literature from eighteenth-, nineteenth-, and early-twentieth-century foundational works. Students gather literature and informational texts related to the theme and analyze how the theme is presented, including a comparison of how two American literature texts from the same period treat the theme. Students develop an understanding of how society’s values are influenced by events of the time period. Students draw evidence from texts and discussions to support a written analysis and reflection on the theme.

Essential Question(s)

  • How do two works from the same literary period treat a common theme?
  • How will studying a common theme from multiple texts help me make sense of the world?
  • What conclusions can I draw from reading multiple texts that present a common theme?
  • Why do authors continue to write about a common theme?

ELA Strands

READING:Reading literature and informational texts (student generated collection of a variety of pieces of literary and informational texts about a theme)

WRITING:Writing in response to reading

SPEAKING and LISTENING*:Engaging in collaborative discussions

*Emphasis on SL.11-12.1(c)

LANGUAGE:Applying knowledge of language

NO CHANGES TO GRADE 12, OEU 2, MODULE C