S1+Haskell,+Emily

=Stage 1 - Identify Desired Results= Grade Level: Grade 11-12 Domain: Literature Standard: Craft and Structure Cluster 4,5,6 ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Content Area: Reading, __The Taming of the Shrew__

//What understandings are desired?//
•structure of scenes an plot contribute to the over all meaning of The Taming of the Shrew. •word meaning (both connotative and figurative) impact all aspects of a literary work. ||
 * **//Students will understand that://** **(U)** ||
 * •point of view is paramount in understanding plot and meaning in __The Taming of the Shrew__.

//What essential questions will be considered?//
•Why does the plot and structure of scenes contribute to the meaning of __The Taming of the Shrew?__ •How does word meaning impact all other aspects of __The Taming of the Shrew?__ ||
 * **Essential Questions:** **(Q)** ||
 * •How does a character's point of view affect such things as meaning and plot in __The Taming of the Shrew?__

//What key knowledge and skills will students acquire as a result of this unit?//
•Sequence- climax, conflict, opening, resolution. •Critical Details- meaning, foot notes, sequence of events, terminology. || •prove that certain word meaning can alter all other aspects of a play. •evaluate how and why scenes and plot are organized in certain ways. •adapt word meaning to fit a specific theme or message. •analyze a character's point of view and subsequently derive meaning. •consider the meaning of certain plot and scene structure. •recognize the importance of perspective as it pertains to meaning. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology-connotative meaning, point of view, plot, structure, meaning, character, analysis, interpretation, act, scene, theme, figurative meaning.


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