Robert M. Schwartz
CCSS.ELA-LITERACY.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.
Author’s choice will be a huge aspect of this unit. Words are the author’s own, and it is up to us to interpret them, therefore this standard will be implemented when discussing the strategic use of short words and phrases in this decidedly tragic resolution to a story.
CCSS.ELA-LITERACY.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. (Include Shakespeare as well as other authors.)
Clearly the Shakespeare standard is implemented. But also, in this curricular unit, we are exploring impactful, brief lines. This standard can be achieved through this practice, leading to why comedy or tragedy is involved even in small lines throughout the play.
CCSS.ELA-LITERACY.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. (Include at least one play by Shakespeare and one play by an American dramatist.)
In this Shakespeare play, we are further interpreting both the written and viewed versions through creating our own tweets, text-messages, blogs and other forms of modern media.
