English III: Transformational Thinking

Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions: o Inter-Relationships and Self-Reliance (English I) o Critical Response and Stance (English II) o Transformational Thinking (English III) o Leadership Qualities (Ad ! Literature)

Unit 2: Hamlet
We are going to be talking, reading, and writing about the importance of decisions versus indecisions and actions versus inaction. In this unit, were going to deal with issues such as: conse!uences"forward thinking #proactive$ vision decision%making process decisions in the course of history &hrough examination of William Shakespeares drama 'amlet, we are going to read, view, and hear about changes and decisions that shape peoples lives. Themes "ias ske#s all decisions$ actions$ and thoughts! %ecisions &ased on data are filtered &' our &eliefs! Appearance s! realit' Lo'alt' s! &etra'al %ecisions determine destin'! (la#ed data (appearances$ propaganda) leads to inappropriate decisions! Essential Questions )hich decisions I make toda' #ill affect me for m' entire life* +o# do I de elop a realistic plan for the future* +o# can I in ent ne# opportunities* +o# #ill kno#ing ho# decisions are made help me plan for m' life* )hen is lo'alt' to m'self$ and m' o#n alues$ more important than lo'alt' to a friend* Can one (apparentl') ha e all the right information and make the #rong decisions* Common Core/College Readiness Standards
RL. /RI. (ite 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. RL.2/RI.2 )etermine two or more themes or central ideas of a text and analy*e their development over the course of the text, including how they interact and build on one another to produce a complex account+ provide an ob,ective summary of the text. RL.! -naly*e a complex set of ideas or se!uence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RL."/RI." )etermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings+ analy*e the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. #Include Shakespeare as well as other authors.$ RL.# -naly*e a case in which grasping point of view re!uires distinguishing what is directly stated in a text from what is really meant #e.g., satire, sarcasm, irony, or understatement$. RL.$ -naly*e multiple interpretations of a story, drama, or poem #e.g., recorded or live production of a play or recorded novel or poetry$, evaluating how each version interprets the source text. #Include at least one play by Shakespeare and one play by an -merican dramatist.$ RL. % .y the end of grade //, read and comprehend literature, including stories, dramas, and poems, in the grades //0((1 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.& -naly*e and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI. % .y the end of grade //, read and comprehend literary nonfiction in the grades //0((1 text complexity band proficiently, with scaffolding as needed at the high end of the range. '. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. '." 2roduce clear and coherent writing in which the development, organi*ation, and style are appropriate to task, purpose, and audience. #3rade%specific expectations for writing types are defined in standards /04 above.$ '.& )evelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. '. % Write routinely over extended time frames #time for research, reflection, and revision$ and shorter time frames #a single sitting or a day or two$ for a range of tasks, purposes, and audiences. SL. Initiate and participate effectively in a range of collaborative discussions #one%on%one, in groups, and teacher%led$ with diverse partners on grades //0/5 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL." 2resent information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organi*ation, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. L. )emonstrate command of the conventions of standard 6nglish grammar and usage when writing or speaking. L.2 )emonstrate command of the conventions of standard 6nglish capitali*ation, punctuation, and spelling when writing. 7bserve hyphenation conventions. L." )etermine or clarify the meaning of unknown and multiple%meaning words and phrases based on grades //0/5 reading and content, choosing flexibly from a range of strategies. L.& )emonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Te(t Resour)es Shakespeares Sonnet 84 +amlet Schwar*, .arry. 9:nnatural Selections.; <ew =ork &imes, -pril /5, 5>>8. 'oover, ?urt and Wallace &. @owler. 9Studies in 6thics, Safety, and Aiability for 6ngineers.; &he :niversity of &exas at -ustin and &exas Space 3rant (onsortium. http:""www.tsgc.utexas.edu"archive"general"ethics"shuttle.html Bideo: +amlet #/CC/$ )irected by @ranco Deffirelli Bideo: Renaissance ,an! /CCE #/5F min$. )B). *ssessments (over of a tabloid maga*ine. 1eading Gui**es. (lass discussions and activities. 2ersuasive Writing. 7bituaries. Script Writing. &imeline. 6nd of :nit -ssessment. Te)hnolog+ 7ptional use unless time provided in class.
This ,acom& Intermediate School %istrict -../ unit is designed to prepare students for the English Language Arts +igh School Content E0pectations and meet the ,ichigan ,erit Curriculum re1uirements!