Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
Targeted Core Content & Program of Studies
Essential Questions
1.
2.
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5.
6.
1.
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3.
4.
What are the
elements of drama
and the theatre?
What makes drama
different from other
genres?
What are the
characteristics of
Elizabethan
Theatre?
What are the
biographical facts
about William
Shakespeare which
helped shape him as
a dramatist and a
playwright?
What are some
universal themes
found in drama?
How is the language
of William
Shakespeare similar
and different from
modern English?
What are critical
reading strategies?
What kinds of texts
require critical
reading skills?
What elements must
be included in a
critical analysis?
What can be an
appropriate
tone/audience for an
analysis with a
critical focus?
Reading
Writing
EL-9-FF-U-1
Students will understand that
fluency involves reading orally and
silently with speed, accuracy,
proper phrasing and expression
while attending to text features.
EL-9-WC-U-1
Students will understand that there
are many reasons for all high
school students to write including
writing-to-learn, writing-todemonstrate learning and writing
for authentic purposes and
audiences.
EL-9-FF-U-2
Students will understand that
developing breadth of vocabulary
dramatically improves reading
comprehension and involves
applying knowledge of word
meanings and word relationships.
The larger the reader’s vocabulary,
the easier it is to make sense of
text.
EL-9-FF-U-3
Students will understand that many
words have multiple meanings.
Knowledge of syntax/language
structure, semantics/meaning,
context cues, and the use of
resources can help in identifying the
intended meaning of words and
phrases as they are used in text.
EL-9-FF-S-1
Students will apply context and selfcorrection strategies while reading
EL-9-WC-S-1
Students will write to learn by
applying strategies effectively
(e.g., personal journals, writer’s
notebooks)
EL-9-WC-S-2
Students will write to demonstrate
learning and understanding of
content knowledge (e.g., reading
responses, open responses,
reflective letters, research reports)
EL-9-WC-U-2
Students will understand that
different forms of writing are
appropriate for different purposes
and audiences across the content
areas and have different features
(e.g., journals, on-demand
responses, editorials, literary
critiques).
EL-9-FF-S-2
EL-9-WC-S-3
Students will make predictions while Students will write for a variety of
reading
authentic purposes and audiences:
RD-09-1.0.2
 analyze and communicate the
Students will make predictions based
significance of a relationship,
on what is read.
one’s own experience and/or
the experiences of others
EL-9-FF-S-3
 analyze and communicate
Students will read grade-appropriate
through authentic literary forms
material orally—and silently—with
to make meaning of the human
automaticity (accuracy and fluency)
condition (e.g., short stories,
poetry, plays/scripts)
EL-9-FF-S-4
 analyze and communicate
Students will use a variety of reading
through authentic transactive
strategies to understand vocabulary
Knott County School District
Speak, Listen, & Observe
During times of cooperative
learning, class presentations
and speaking opportunities, the
following will be assessed.
EL-9-SLO-U-1
Students will understand that
communication, both formal and
informal, is an interpretive process
that integrates listening, observing,
reading, writing and speaking with
confidence. Different levels of
discourse are appropriate for
different contexts, occasions,
purposes and audiences.
EL-9-SLO-U-2
Students will understand that
regardless of the topic, the context or
the intended audience, students need
to be able to communicate ideas
effectively. Effective communication
involves verbal and nonverbal
techniques to enhance or emphasize
content. These techniques aid the
listener’s ability to interpret the
information.
EL-9-SLO-U-3
Students will understand that
language usage is related to
successful communication;
language patterns and vocabulary
transmit culture and affect
meaning.
In formal speaking situations
EL-9-SLO-S-1
Students will create oral
presentations that
a) are appropriate for the purpose
(e.g., to inform, persuade,
entertain), audience, context
and occasion
b) support judgment with sound
Hindman, KY
Essential Vocabulary
Suggested Bank of
Activities & Assessments
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Playwright,
Director,
Characterization
Tragedy
Comedy
Antagonist
Protagonist
Exposition
Monologue
Pantomime
Props
Set
Soliloquy
Aside
Stage directions
Staging,
Character
analysis
Historical
context
Comparison/
contrast,
Exposition,
Freytag’s
Dramatic Plot
Structure,
Aristotle’s
elements of
drama
Stage Diagram
The drama taught in English I
will be Romeo and Juliet by
William Shakespeare
Activities

Anticipation Guide

Background Information
on Shakespeare and the
Globe Theatre

William Shakespeare
Scavenger Hunt

Diagrams of the Globe
Theatre

Study Guides for each
Act

Writing Prompts for each
Act

Research costumes and
characters for a literary
party

Discussion of
Shakespeare’s language
(Note card Activity)

Puzzles over Drama
Terms

Labeling the stage/ Parts
of a Theatre

Comparison/ Contrast
Paper of Romeo and
Juliet to West Side Story

Audiovisual—Romeo
and Juliet The Movie

Book Review Writing
Assignment (Critical
Analysis)

Movie Review Writing
Assignment (Critical
Analysis)

Masquerade Mask
Project
2008/2009
Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
and texts
A.
formulate questions to guide
reading (before, during and
after reading)
RD-09-1.0.3
Students will formulate questions to
guide reading.
B.
apply word recognition
strategies to determine
pronunciations
C. apply knowledge of
synonyms, antonyms, word
parts (e.g., roots, affixes,
cognates), and nuances of
meaning to assist
comprehension
D. interpret the meaning of
jargon, dialect or specialized
vocabulary in context
RD-09-1.0.4
Students will interpret the meaning
of jargon, dialect or specialized
vocabulary found in a passage.
E. interpret and explain literal
and non-literal meanings of
words or phrases, analogies,
idioms and literary allusions
based on context
RD-09-1.0.1
Students will interpret literal or nonliteral meanings of words in a
passage.
F. explain and organize words
and ideas in terms of
categories (e.g., water is a
liquid), functions (e.g., water
is for drinking), or features
(e.g., water flows)
G. scan to find specific key
information; skim to get the
general meaning of a passage
EL-9-DIU-U-2
Students will understand that
different purposes to read include
reading to acquire new information
and reading for personal
fulfillment. Among these texts are
plays, fiction and non-fiction,
classic and contemporary works,
and foundational U.S. documents.
Knott County School District
purposes for writing (e.g.,
explaining, persuading,
analyzing)
 analyze and communicate
reflectively about literacy goals
 analyze and address needs of
intended audience (e.g.,
anticipating potential
misunderstandings, providing
sufficient details for clarity and
revising to delete unnecessary
details)
 adjust the writing style (formal,
informal, business, technical)
for intended audience
EL-9-WC-S-4
Students will communicate
purpose, focus, and controlling
ideas authentic to the writer
EL-9-WC-S-5
Students will develop ideas that
are logical, justified and suitable
for a variety of purposes,
audiences and forms of writing
EL-9-WS-U-1
Students will understand that
sentences must be complete and
clear. Sometimes, unconventional
sentence structure is appropriate
for an intended effect upon the
reader.
EL-9-WS-U-3
Students will understand that
structural elements such as
context, meaningful order of
ideas, transitional elements and
conclusions all help make
meaning clear for the reader.
EL-9-WV-U-1
Students will understand that
writers need to choose their
language with care, depending on
the content, purpose and audience.
EL-9-WV-S-1
Students will choose precise and
evidence and appropriate
details
c) maintain a consistent focus
d) exhibit a logical structure
appropriate to audience,
context and purpose
e) organize ideas in a coherent,
meaningful way including an
introduction and a conclusion
that are appropriate to audience
and purpose
f) choose language for its effect
on the audience (e.g., strong
nouns, active verbs, concrete
and sensory details, and
figurative language, use of
rhetorical devices)
EL-9-SLO-S-2
Students will apply delivery
techniques
a) both verbal (e.g., tone, volume,
rate, articulation, inflection,
pacing) and nonverbal (e.g.,
gestures, facial expressions,
eye contact)
b) avoid distracting delivery
behaviors (e.g. excessive verbal
pauses, fidgeting)
c) use language appropriate to
audience; use specialized
content vocabulary as needed
d) adhere to standard guidelines
for grammar, usage, mechanics
or use non-standard language
for effect when appropriate
(e.g., word plays, common
figures of speech)
e) choose language for its effect
on the audience (e.g. strong
nouns, active verbs, concrete
and sensory details, figurative
language)
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Hallmark Card Project
Literary Pyramid
Discussion
Vocabulary Worksheets
for each Act
Understand the function
of scene design in drama
Paraphrase speeches
Prepare a plan for a
modern version of the
play
Write a Character
Analysis
Prepare and deliver an
oral report about different
characters and/or
character types in the
play
Memorize and present a
speech from the play
Write the prologue in
modern English
EL-9-SLO-S-3
Students will use visual aids, media
and tools of technology to support
oral communication
EL-9-SLO-S-4
Students will document ideas from
outside sources (e.g., citing
authors, titles, websites)
Hindman, KY
2008/2009
Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
EL-9-DIU-U-4
Students will understand different
types of texts place different
demands on the reader.
Understanding text features and
structures, and characteristics
associated with different genres
(including print and non-print)
facilitate the reader’s ability to make
meaning of the text.
EL-9-DIU-S-2
Students will use text structure cues
(e.g., chronology, cause/effect,
compare/contrast,
proposition/support, description,
classification, logical/sequential) to
aid in comprehension
RD-09-2.0.4
Students will follow the sequence of
information from a passage.
descriptive language for clarity,
richness and/or its effect on the
reader (words with multiple
meanings, words that imply
different shades of meaning, words
with literal and non-literal
meanings, foreign words/phrases,
strong nouns and verbs, concrete
and sensory details,
figurative language – metaphors,
similes, alliteration,
personification)
EL-9-WV-S-2
Students will use specialized
content vocabulary and words used
for specific contexts, as needed
EL-9-WV-S-3
Students will apply correct
grammar skills (e.g., complete
sentences, various sentence
structures, subject/ verb agreement,
EL-9-DIU-S-4
Students will paraphrase and
pronoun antecedent agreement);
summarize information from texts of mechanics (e.g., use of commas
various lengths; distinguish between and semicolons); and usage (e.g.,
a summary and a critique
father/further, fewer/less,
amount/number)
RD-09-2.0.1
Students will paraphrase information
in a passage.
EL-9-WV-S-4
Students will apply non-standard
or unconventional language (e.g.,
EL-9-DIU-S-6
Students will demonstrate
dialects) for intended effect
understanding of literary elements
appropriate to purpose
and literary passages/texts:
A. identify characteristics of
EL-9-WP-U-2
different types of literary texts Students will understand that the
(e.g., short stories, poems,
stages are sometimes recursive
novels, adventure, myths,
(e.g., in the process of revising, a
dramas)
writer sometimes returns to earlier
B. explain the main ideas of a
stages of the process).
passage and identify the key
ideas or information that
EL-9-WP-U-3
support them
Students will understand that
writers work through the process
RD-09-2.0.6
Students will explain the main ideas
at different rates. Often, the
of a passage and identify the key
process is enhanced by
ideas or information that support
conferencing with others.
them.
EL-9-WP-S-1
Students will focus: establish and
EL-9-IT-U-3
Students will understand that authors maintain a controlling idea on a
make intentional choices that are
selected topic
Knott County School District
In informal speaking situations
EL-9-SLO-S-5
Students will give spoken
instructions to perform specific
tasks
EL-9-SLO-S-6
Students will ask and respond to
questions as a way to enrich class
discussions
EL-9-SLO-S-7
Students will play a variety of roles
in group discussions (e.g.,
discussion leader, facilitator,
responder)
When listening
EL-9-SLO-S-8
Students will give and follow
spoken instructions to perform
specific tasks
EL-9-SLO-S-9
Students will identify the
controlling idea of a speech and
key ideas that support it
EL-9-SLO-S-10
Students will respond critically
(analyze the style of a speech,
including the speaker’s choice of
language to evoke a response,
evaluate conclusions, credibility of
information presented)
EL-9-SLO-S-11
Students will respond to
information in a variety of ways by
summarizing, taking useful notes,
organizing, analyzing or recording
that which is meaningful and useful
EL-9-SLO-S12
Students will respond
appropriately/respectfully (e.g., ask
questions, respond with
civility/respect)
EL-9-SLO-S-13
Students will follow the
organization of a presentation and
Hindman, KY
2008/2009
Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
designed to produce a desired effect
on the reader
EL-9-WC-S-1
Students will write to learn by
applying strategies effectively
(e.g., personal journals, writer’s
notebooks)
EL-9-IT-S-1
Students will use comprehension
strategies while reading, listening to,
or viewing literary and informational
texts
EL-9-WC-S-5
Students will develop ideas that are
logical, justified and suitable for a
EL-9-IT-S-4
Students will organize ideas to show variety of purposes, audiences and
understanding of central ideas and
forms of writing
interrelationships (e.g., charting,
mapping, graphic organizers,
EL-9-WC-S-9
outlining)
Students will use and sustain
suitable voice or tone
EL-9-IT-S-5
Students will demonstrate
EL-9-WP-S-1
understanding of literary elements
Students will focus: establish and
and literary passages/texts
maintain a controlling idea on a
A. analyze the use of supporting selected topic
details as they relate to the
author’s message
EL-9-WP-S-7
Students will reflect and evaluate
personal progress and skills
RD-09-3.0.7
in writing
Students will analyze or evaluate the
use of supporting details as they
relate to the author’s message.
B. analyze the relationship
between a character’s
motivation and behavior, as
revealed by the dilemmas
RD-09-3.0.6
Students will analyze the relationship
between a speaker’s or character’s
motivation and behavior in a
passage, as revealed by the
dilemmas.
C. explain or analyze how
external or internal conflicts
are resolved
RD-09-3.0.1
Students will explain or analyze how
a conflict in a passage is resolved.
D. explain author’s craft (e.g.,
rhyme scheme, description,
symbolism, foreshadowing,
flashbacks) as appropriate to
genre
recognize the speaker’s use of
transitions
EL-9-SLO-S-14
Students will interpret and evaluate
the effectiveness of verbal and
nonverbal delivery techniques,
including visual cues
EL-9-SLO-S-15
Students will build on the ideas of
others and contribute appropriate
information or ideas
EL-9-SLO-S-16
Students will use self-evaluations
and feedback from teachers and
peers to improve presentations
EL-8-SLO-U-4
Students will understand that
observation involves interpreting
and constructing meaning. By
viewing in context, students infer,
construct meaning, draw
conclusions and form opinions
about the world around them.
L-9-RRT-U-1
Students will understand that
Knott County School District
Hindman, KY
2008/2009
Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
making connections involves
thinking beyond the text and
applying the text to a variety of
situations. Connections may be
expressed as comparisons,
analogies, inferences, or the
synthesis of ideas.
EL-9-RRT-S-1
Students will use comprehension
strategies while reading, listening to,
or viewing literary and informational
texts to analyze content or make
connections
EL-9-RRT-S-5
Students will demonstrate
participation in a literate community
by sharing and responding to ideas
and connections with others through
writing and in-depth discussions
about texts
EL-9-DCS-3
Students will evaluate what is read,
based on the author’s purpose,
message, word choice, sentence
variety, content, tone, style or use of
literary elements
RD-09-5.0.4
Students will critique the author’s
word choice, style, tone or content.
RD-09-5.0.2
Students will analyze or evaluate the
effectiveness of literary elements
(e.g., theme, characterization, setting,
point of view, conflict and
resolution, plot, structure) within a
passage
EL-9-DCS-6
Students will analyze the
effectiveness of literary devices or
figurative language in evoking what
the author intended (e.g., picturing a
setting, predicting a consequence,
establishing a mood or feeling)
RD-09-5.0.3
Students will analyze the author’s use
of literary devices in a passage (e.g.,
symbolism, irony, analogies, imagery,
figurative language).
Knott County School District
Hindman, KY
2008/2009
Course/Grade:
Unit 8:
English I/Grade 9
Time Frame:
Six Weeks
Drama/Critical Analysis Reading & Writing
RD-09-5.0.1
Students will compare and contrast
the characteristics of a variety of
literary genres.
RD-09-5.0.5
Students will compare or contrast
elements, views, ideas or events
presented in one or more passages.
RD-09-5.0.6
Students will analyze the ways in
which similar themes or ideas are
developed in more than one text.
Knott County School District
Hindman, KY
2008/2009