Curriculum planning chart 2 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) How do authors write in a way that subtly comments on current events? Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can I more fully understand the authors purpose? 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 6 8 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?) Participation in daily paragraph writings and class discussions Summative assessment on major themes of the play Facts ("The students will know") The political situation of ancient Rome The political situation of Elizabethan England Basics about the life of William Shakespeare Skills ("The students will be able to")

Name: Summer Beckley

Problems to pose ("Guiding questions" or "unit questions") 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? How could you apply these themes to a situation in your life? Paragraph practice Vocabulary work Class discussions Readers Theater reading of Julius Caesar Presentations of persuasive essays Activities:

Draw connections between the political happenings of ancient Rome and Elizabethan England Determine the purposes and underlying motives of William Shakespeare Articulate why Julius Caesar has been used as a form of protest at different points throughout history.

* 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.