S1+Scheidegger,+Lauren

=Stage 1 - Identify Desired Results= __Content area:__ Reading __Grade:__ Grade 9-10 __Domain:__ Literature __Standard:__ Integration of Knowledge and Ideas ||
 * **Establish Goals (MLR):** **(G)** ||
 * __Common Core States Standards__

//What understandings are desired?//
• There are a variety of ways to create literature and many different ways to transform literature. • There are many ways to analyze literature and to find the emphasis and meaning, this includes comparing and contrasting different pieces of literature. ||
 * **//Students will understand that://** **(U)** ||
 * • Literature is very diverse and represents and emphasizes many different events, objects, and meanings.

//What essential questions will be considered?//
• Why do authors choose to use certain literary devices and make certain literary decision? • How do authors create emphasis and meaning? Does the emphasis change when the medium does? ||
 * **Essential Questions:** **(Q)** ||
 * • How are the different forms of literature varied and what remains the same? Why?

//What key knowledge and skills will students acquire as a result of this unit?//
• __Critical Details:__ The bust of Pallas, Plutonian shore, Eldorado, amontillado, the benefactors milk eye, the black cats appearance, skulls an bones, catacombs etc. • __Important Events and People:__ Main characters, the raven entering, when the black cat is "killed", benefactors death, etc. || • EXPLAIN Express the different uses of literature and how they are created. • INTERPRET Critique the different forms of literature and their counterparts. (Poe's original short stories and their graphic novel versions.) • APPLY Create short stories and/or graphic novels that contain emphasis on a certain element. • PERSPECTIVE Compare and contrast the textual versions with the graphic novel counterparts. • EMPATHY Assume the role of the author/s. (Poe, Shaun Tan, Rick Geary, etc.) • SELF KNOWLEDGE Reflect on how the graphic novel versions drew on the original text and why certain changes were made and certain details were added. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • __Vocabulary:__Obeisance, quaff, catacombs, impunity, montresor, ominous, disheveled, abeyance, abductor muscle, aigrette, palliative, etc.


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