COMMON CORE GEORGIA PERFORMANCE STANDARDS ENGLISH LANGUAGE ARTS INTEGRATED LESSON PLANNING TEMPLATE

Twelfth Grade Lesson: A Picture is Worth a Thousand Words Duration: 2-3 days Task: A study of imagery, tone, mood, and aesthetic devices in visual and written text from Arthurian legend Essential Question for Lesson: What aesthetic elements do visual and written texts have in common? Task In the context of the study of British Literature students will study the visual text The Lady of Shalott by John Waterhouse (1888). This is an opportunity for small group and whole class discussion on the aesthetics of certain kinds of visual texts (here oil painting) and the relationship of those aesthetics to literary elements (such as tone, imagery, mood, authors purpose). Skill Collaborative discussion Brainstorming Comparison and contrast of visual and written text Analysis of literary and aesthetic elements Standard ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. (Elements a-e) The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding. ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes ELACCL11-12RL1: 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. ELACCL11-12RL2: Determine two or more themes or central ideas of 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. ELACCL11-12RL3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELACCL11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. ELACCL11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with

diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Independently, students will explore digital resources, class texts, poems, or narrative excerpts (which may include Arthurian-themed pieces such as Geoffrey of Monmouth, Alfred Lord Tennyson, Thomas Malory, Sir Gawain and the Green Knight, etc.) experienced in the context of British Literature to attempt to identify a poem or narrative passage that shares tonal elements with the Waterhouse painting. Using technology to support learning Conducting research Annotation and note-taking Analysis of literary and aesthetic elements ELA12W3 The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources. b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document. c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). d. Integrates quotations and citations into a written text while maintaining the flow of ideas. e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc. ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. ELACCL11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. After the student has selected a written text on which to focus, he or she will write an analysis that thoroughly explores the resonances between the painting and the written text of choice. This essay should include specific evidence from both texts to support the students claims. Analytical writing Supporting claims with text evidence Comparison and contrast of written and visual text ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout. b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements. c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs. d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. e. Writes texts of a length appropriate to address the topic or tell the story. f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question). g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. The student produces persuasive writing that clearly, logically, and purposefully

applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style. ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELACCL11-12W2: 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. ELACCL11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 1112 Reading Standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics). ELACCL11-12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.