Hang Tran EDSE 436 Curriculum Plan Signature Assignment Introduction Subject Area Grade Level Unit Topic

c Standards Covered English 10 The Taming of the Shrew and 10 Things I Hate about You Grade 9-10 Common Core Standards Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings Writing 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CA B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Hang Tran

Essential Questions Student Learning Outcomes/ Student Learning Goals

Length of Unit Materials Needed

Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. CA How are the plot and the characters in The Taming of the Shrew and 10 Things I Hate about You similar, and how are they different? Is Kate from The Taming or Kat from 10 Things really tamed? Why or why not? How are the female and male relationships affected the characters. Students will read The Taming of the Shrew and watch 10 Things I Hate about You. 1. Students will examine the characters and themes in The Taming of the Shrew and 10 Things I Hate About You. 2. Students will identify gender roles, expectations of male and females, and the male and female relationship. 3. Students will demonstrate their understanding of the similarities and differences of Jacobean and modern expectations of females and males. 4. Students will analyze the relationship between the characters, forcing more on the male and female relationship, and how those characters influence and change one another. 5. Students will examine Kates Speech and Kats Sonnet to determine how the monologue reflects the characters change. 6. Students will be able to use the academic level vocabulary and gender trait terms that are taught in this unit. 7. Students will learn how to annotate their text and be able to use those annotations to support their understanding. 8. Students will be able to write a comparative essay of the play and the film. 9. Students will be able to write a thesis and a conclusion. 10. Students will effectively support their points with textual evidence. 11. Students will learn the difference between revising and editing a paper. 3 weeks of reading. 3 days of viewing. 2.5 weeks of writing. The Taming of the Shrew; 10 Things I Hate about You; Whiteboards; projector; Librivox audio; various handouts and organizers; various supplies like markers, rules, poster paper, tape for the activities.

Hang Tran

Formative Assessments (Dates & Formats) Summative Assessments (Dates & Formats) Narrative Description of the Unit (Explain this in such a way that your principal would understand it.)

Worksheets for the Acts (five total, throughout the first half of the unit) Introduction and Thesis Statement (Week 4) Rough Draft (week 5) Quiz (1 total; Week 2) Test (1 total; week 4) Compare and Contrast and Literary Analysis Essay (Week 6) This is a six weeks unit uses The Taming of the Shrew, and 10 Things I Hate About You (1999) to teach students about gender roles and expectations of males and females. This unit has students comparing the play and the film to examine how roles and expectations have changes from Jacobean times to modern times. The first week of the unit is mention to acclimate students into Shakespearean language. For the first week, Students are taught how to annotate their text before they briefly learn about Shakespeare his life, and his theater experiences. Students are specifically annotating about the female and male relationship. Students begin to watch the 10 Things I Hate About You during the second week while they are still reading the play. This is meant to further their understanding of the play, while introducing the modernized gender roles and expectations. Student will also be taking their first summative assessment of the unit in this week. The third week of the lesson focuses on finishing both the play and the film. Students will also be taking a more in-depth look at Kates speech in act 5 scene 2 and Kats sonnet. They will examine how the monologue is influenced by the characters translation. In the fourth week of the unit, students will have their second summative assessment, which is the marker of the second half of the unit. The first half of the unit is focused on reading, analyzing the text, taking detailed annotations, understanding the societal expectations of male and female roles in Jacobean and modern times, and watching and analyzing the film. The second half of the unit builds upon students analyses as students write an essay comparing the text and the film and the relationship between the female and male characters. Using several graphic organizers, students are learning how to gather and organize information about characters, write a thesis synthesizing the information they gather, embed quotations correctly into their essay, support their analysis with textual evidence, write a conclusion and use MLA formatting correctly. The paper is broken down into several segments over a two-week period. The final part of the unit is dedicated to peer revising and peer editing. Students will learn the difference between revising and editing and be grade on how well they revise a peers paper. A comparative essay is the final summative assessment of the unit, which is due the very last day.

Hang Tran

EDSE 436 Curriculum Plan Signature Assignment Weekly Plan

Week 1 Monday -Quick Write: What do you know about the writing process? -Syllabus of what students will be doing in this Unit. Intro the Assignments: paper and project. -Talk about the writing process: Collect Information, Plan what to write, and Develop the paper. -Lecture on Annotation. Tuesday -Quick Write: See what students know about Shakespeare. Have them write about a few adaptions that they might have seen. -Intro to Shakespeares life, late 16th/early 17th century London, and theater. -Into to The Taming of the Shrew characters and plot overview: who are they; how are they related to one another: Character chart. -Lecture briefly about the in the Inductions. -Model the reading of the Induction 1, Hand out worksheets and handout. HW: Read/Listen to Induction 2. Quick Write: Introduce a Tree Write aka writing loop. -Discuss Act 2 and the film. -Individual Character study GO, parallels of book and film, male and female archetypes. -Work on Graphic Organizer in groups -Collect Act 2 worksheet. Wednesday -Quick Write: What is the difference between Shakespeares tragedies and his comedies? -Review previous day. Questions and Discussion about Inductions two. Reread parts Induction 2: What does the play already say the role of a female? What does Induction 2 say about how guys think that a female (wife) should act? Thursday Quick Write: What is sexism? Review the Previous day Questions for the day: How do you first meet Kate and Bianca? What do you think about the two females? How are the males portrayed? What is the book saying about males and females so far? -Have students get with partners to briefly discuss Act 1.1 -Class discussion of Act 1.1 Friday -Quick Write: Free Write -Review previous day -Review Act 1.1 and the discussion about male females roles. -Discuss Act 1.2. How are the female and male characters portrayed in their gender? -Remind the students about a quiz on Wednesday. -Collect Act 1 Worksheet

Week 2

-Quick Write: How are Kate and Petruchio alike? -Stamp Worksheet and Introduce 10 Things I Hate about You. Talk about the male and female archetypes -Watch first part of 10 Things. -Start filling character map for both 10 Things and The Taming: How are the male and female portrayed/ introduced.

HW: Reading/ Listening to and Annotated Act 1.1 --Quick Write: Who is your favorite character in the play so far? Why do you like this character? -Return Act 2 worksheet. -Review for the quiz: Students are in small groups and discussing Act 1, 2, and Shakespeares theater. -Discuss the worksheets -Talk about the essay: We are in the collect phrase.

HW: Read/Listen to and annotate Act 1.2. Act 1 worksheet -Quick Write: Using your current knowledge about the play, predict what will happen to Kate. -Quiz, which pertains to Act 1 and 2 and Shakespeares theater. -When students are finished with the quiz, talk more about the Essay.

HW: Read/ Listen to Act 2 and annotate at least 5 quotes and at least one per scene. Quick Write: How do you think Kate felt during the wedding scene? -Handout Graphic Organizer for The Wedding Scene (Taming) and the Singing Scene (10 Things) (Comparison) -Discuss Act 3 and what is changing about the characters? Think about what it means to be tamed. What happened during the wedding scene? -Collect Worksheet 3 HW: Read and annotate Act 4. Start Act 4/second part of film Worksheet

HW: Start working on Act 2 Worksheet.

HW: Study for Quiz

HW: Study for Quiz using worksheets.

HW: Read/Listen to and annotate Act 3 and start working Act 3 Worksheet

Hang Tran

Week 3

-Quick Write: Tree Write: Start with the word Female Review 10 Things: Going back to character chart, who is who? What happened in the first happen of 10 Things? -Watch the second part of 10 Things. Return Act 3 Worksheet Collect Act 4 Worksheet.

-Quick Write: Now that youve seen most of the film, predict what will have at the end of the film. -What happened in the film so far? -Handout Kats Sonnet. Watch part 3 (Last part) of 10 Things.

Week 4

HW: Read/Listen to Act 5 and Annotate text. Act 5/last part of film worksheet Quick Write: Give me three questions that you still have about the play -Return all worksheets that have not been returned. -Discuss about the play as a whole. Remind students that they will have a test on Monday. Review Jigsaw: Review: going through all of the worksheet to make sure that all students on the same page with the plot and characters. -Reviewing the Movie. Talk about their essays briefly. HW: Study for the quiz: Use your worksheets.

HW: Read/Listen to Act 5 and Annotate text. Act 5/last part of film worksheet No Quick Write. Test day. Students are having a Test on the whole book and the movie. Test on movie and the Book.

Quick Write: Tree Write: Start with the word Tamed. Review Character charts Relisten to Kates Speech and Read Watch Kats sonnet. Discuss Kats Sonnet and Kates speech. Who has the last laugh? How does Kats sonnet embody Kates speech? Discussion of the Movie and the Film. Reread Kates speech. How is the male and female relationships at the end of the play and film? -Collect Act 5 Worksheet. Quick Write: What does an essay contain? -Introduce the literary/ comparison essay in full detail. Essay Prompt. What kind of essay are we writing? Who is the audience? -Planning Phrase. -Talk more in depth about the female and male roles in film. -Use a Graphic Organizer to help the students plan. What are the points and detail we want to include.

Quick Write: Using the character that you research last night for homework answer the following questions: Who is she /he? What happens to this character in the story? Using the masculine and feminine adjectives from our gender poster, describe the character and explain why you picked those adjectives. Group work: Character Pair Comparison organizer.

-Go over the rubric for the presentation and what nonpresenting students are doing. -Poster presentations. -Students who are not presenting at the time are taking notes using their Character Pair organizer -Collect handout.

HW: Study for the test on Tuesday.

-Quick Write: What does a thesis do? Review about the essay and what is expected of the students. What is a Thesis? How to Write a Thesis? Introduction Sheridan Baker thesis machine -Write a thesis.

-Quick Write: Write Loop: Start with the word relationships. -Stamp the Thesis Statement and Graphic Organizer. -Working on the introductions: explain how the students should only summarize briefly and what is expected of an Introduction. What are the 5 main points of the plot, paraphrase

HW: Start filling out the Graphic Organizer

HW: Work on Thesis to final paper, finish the GO

HW: Write the Introduction.

Hang Tran

Week 5

-Collect the Introductions -Quick Write: What should a body paragraph have? GO and the point and details. Talk about Embedding quotes. Model how to Embed a Quote. Talk about MLA formatting. Using their GO, they will look for at least one quote to prove each their ideas.

-Hand back Intro and thesis to students. - Explain the difference between revising and editing a peers paper. -Body Paragraphs will be read by one peer, and the peer will have to answer questions from a handout.

-Quick Write: What is a conclusion? What does it need? -How to write a conclusion. -Student will have time to work on the conclusion or body paragraphs (if they arent finish)

2 copies of Rough Draft Due: One for the readaround and one to the teacher Explain Read-Around to students. Have the students do it.

-Independent or Pair Work Time -Teacher Conference about Essay

Week 6

HW: Work on your Body Paragraphs with embedded quote. -Independent or Pair Work Time -Teacher Conference about Essay HW: Revise Paper

Read Around for one last revisions.

Edit Circle/Edit Peers Brief lecture on Grammar and review MLA.

HW: Revised Paper Essay Due End of Unit. Intro to new unit

HW: Revise Paper

HW: Work on revising the draft for the last time

HW: Work on Final Draft

Hang Tran