Essay on Cyrano De Bergerac Unit Plan 10 2

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ELA UNIT PLANNING
UNIT: __Cyrano de Bergerac Unit__________________ TIME FRAME: ___3 Weeks__ TEACHER/GR:Jarrell/Honors English II______
Unit Summary and Rationale:(Outlines the components of the unit and the reasoning for their inclusion):
This unit centers around the brief revival of Romanticism in literature in the late 1800’s in Paris, France. Through an overwhelming popularity of Naturalism and Modernism in Literature, Edmond Rostand brought Romanticism back into the spotlight through his play “Cyrano de Bergerac.” Students will focus on the elements of Romanticism in “Cyrano de Bergerac” and the different types of love symbolized by the characters.

UnitConnectionCollege and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
X Students will demonstrate independence.
Students will value evidence.
Students will build strong content knowledge.
X Students will respond to the varying demands of audience, task, and discipline.
 Students will critique as well as comprehend.
 Students will use technology and digital media strategically and capably.
X Students will develop an understanding of other perspectives and cultures.

Unit Standards: Teachers should list the standards to be addressed within the unit.
Reading
Literature _X_ Informational Text___

RL.11-12.1 Cite 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.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama .

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7 Analyze 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.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2 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.

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4 Produce clear and coherent writing in which the…