Curriculum planning chart 1 Generative Topic (Blythe et al, 1998):

Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) Effective speakers use specific rhetorical devices to persuade their audience. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can I be a more persuasive speaker? Literacy CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. Social Studies CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Standard

Subject: Persuasion and Power

Assessment (How will you have evidence that they know it?) Presentation of persuasive essay that utilizes rhetorical devices Participation in daily paragraph writings and class discussions Weekly vocabulary words incorporated in sentences Drama activities led by the Lantern Theater Ability to identify elements of the rhetorical triangle in Julius Caesar, analyzing the effectiveness of speeches by different characters Summative assessment on major themes of the play Facts ("The students will know") The meanings of pathos, ethos, and logos That politicians in ancient Rome, Shakespearean England, and the present day have all drawn on specific rhetorical tools Basics about the life of William Shakespeare and the context of Elizabethan England Skills ("The students will be able to")

Name: Summer Beckley

Problems to pose ("Guiding questions" or "unit questions") How and why do politicians rise to power? What gives a person charisma? What makes someone persuasive? What enduring themes can we see in literature throughout time periods? What makes these themes last? How does the scenario in Julius Caesar apply to Elizabethan England? Paragraph practice Vocabulary work Class discussions Readers Theater reading of Julius Caesar Presentation by the Lantern Theater about Shakespearean language Visit to see Lantern Theaters production of Julius Caesar Presentations of persuasive essays Activities:

Identify appeals to ethos, pathos, and logos and use them in their writing and speech Determine the purpose and effectiveness of different speakers in Julius Caesar Articulate the major themes of Juius Caesar

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.