S1+Mayes,+Cidney

=Stage 1 - Identify Desired Results= Content Area: Literature Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3 Text: //Othello// by William Shakespeare ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Common Core State Standards

//What understandings are desired?//
• multiple themes develop over the course of the text • Shakespeare's choices as an author relate story elements and develop characters ||
 * **//Students will understand that://** **(U)** ||
 * • citing textual evidence is necessary to analyze //Othello//

//What essential questions will be considered?//
• How do themes within //Othello// develop and interact to produce a complex story? • Why does Shakespeare make certain artistic choices to relate the story and develop characters? ||
 * **Essential Questions:** **(Q)** ||
 * • How does the use of textual evidence support the analysis of what Shakespeare is saying and inferring in his work?

//What key knowledge and skills will students acquire as a result of this unit?//
argument, thesis, villain, jealousy, crime of passion. • the following important events and people: Othello, Desdemona, Iago, Queen Elizabeth, Catholic v. Protestant, concept of race in Elizabethan England. • how to craft and argument and cite text, and the formula for drama and literature. || • demonstrate an ability to cite and use textual evidence effectively. • evaluate what the text says explicitly and what the text infers. • propose how Shakespeare's choices may have affected the story differently. • analyze the development of themes throughout the work. • consider the choices Shakespeare made and analyze their impact on the story. • reflect on how themes are enduring and how they relate to their own lives. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • the following vocabulary: theme, line, act, scene, MLA citation, cite, evidence,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**