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My diverse text set explores the concept of tragic heroes in various forms of literature and how this literary archetype replicates and translates in subsequent literature and modern day society. Students will have access to interesting genres from various resources in order to understand and make connections to difficult literary texts. The texts are intended for an honors English Literature class for advanced 12th grade students. Citation: Shakespeare, W. (1997). //The Riverside Shakespeare// (H. Baker, A. Barton, F. Kermode, H. Levin, H. Smith, M. Edel Eds.). Boston: Houghton Mifflin Company Text Summary: //The Riverside Shakespeare// is a complete compilation of William Shakespeare’s work. The plays I selected are: “The Tragedy of Hamlet, Prince of Denmark”, “The Tragedy of Othello, the Moor of Venice”, and “The Tragedy of Romeo and Juliet”. //Hamlet// is about a son who, to avenge his father’s death, plots to kill his uncle (his mother’s current husband). //Othello// is a mercenary who marries a Venetian nobleman’s daughter. Fooled into believing his wife is having an affair and consumed with jealousy, Othello strangles his bride then stabs himself after he learns of her innocence. //Romeo and Juliet// is about two teenage lovers whose feuding families make their relationship impossible. When Romeo mistakenly believes Juliet is dead he poisons himself. After discovering her love is dead, Juliet stabs herself with her lover’s dagger. Rationale: I selected this text because Shakespeare captures the essence of a tragic hero like no other author. His works had a tremendous impact on the English language. Because these plays are quite popular, I expect/hope the students will have some prior knowledge about one or all of these plays. Use of text: The purpose is to have the students read and analyze tragic figures in Shakespeare’s original plays. Also students will develop an understanding for the Elizabethan era’s language. Additionally there are time lines and pictures associated with the times students can freely browse through or use for outside projects. Attachment: See attachment # 1 for a copy of the list of contents. I did not attach the book as it is approximately 2000 pages. Citation: Anderson, H. C. (1994). The Steadfast Tin Soldier. In E. Blegvad (Ed.), //Twelve Tales: Hans Christian Anderson// (pp. 13-19). New York: Margaret K. McElderry Books. Text Summary: “The Steadfast Tin Soldier” is about a one-legged toy soldier who comes alive and falls in love with a paper doll. Because of his love and pride, he endures a series of events and ultimately dies after he is thrown into the fire in front of his love. Rationale: I selected this story/picture book to introduce students to the theme of tragic heroes. It is a fun and simple story that will help students identify tragic heroes in the difficult texts I’ve selected. Use of text: I will read this story aloud to the students in class to introduce the students to the theme of tragic heroes. Attachment: See attachment # 2 for a copy of this text. Citation: Garfield, L. (1985). //Shakespeare’s Stories//. Boston: Houghton Mifflin Company. Text Summary: This text is a compilation of adapted and illustrated stories of Shakespeare’s plays. It contains the three plays I selected from the original works. Rationale: I selected this text to make Shakespeare’s difficult plays malleable. Use of text: I will read each story individually before we begin reading the plays in order to build prior knowledge. Attachment: See attachment # 3 for a copy of a sample of the stories. The book is 288 pages long. Citation: Bronte, E.(2002). //Wuthering// //Heights// (C. Heywood, Ed.). Ontario, Canada: Broadview Literary Texts. Text Summary: //Wuthering// //Heights// is a story about how unrequited love manifests into an obsession for a man, long after his lover dies. Rationale: I selected this text because it is one example of a tragic hero in a classic novel. Its plot and characters are timeless. Students tend to like this particular Bronte novel (Emily’s only novel), even though it’s difficult, because of its gothic or supernatural style. Use of text: The purpose for reading this text is to see how the tragic hero replicates in literature. This particular edition has 7 introductions and appendices to assist with the reading. Attachment: See attachment # 4 for a copy of the front page. It is 507 pages. Citation: Melville, H. (1979). //Moby-Dick: or, The Whale//. Berkley: University of California Press. Text Summary: It is about a man’s journey and observations while aboard the whaleship, The Pequod. One reading of this text explores the tragic hero, Ahab, and his obsessive quest for revenge on the whale that has marred him for life. Rationale: I selected this text because Ahab is the first tragic hero written in American literature. I also selected this text because, although it’s a classic, it is rarely read in or out of schools anymore. This is unfortunate because it is perhaps the most poignant and significant American novel ever written. Use of text: the purpose for reading this text is to acquaint the students with America’s first adaptation of the tragic hero. Attachment: See attachment # 5 for a copy of the cover. It is 576 pages. Citation: Fitzgerald, F.S. (1992). //The Great Gatsby//. New York: Scribner Paperback Fiction. Text Summary: This text is about one’s man obsessive quest for a lover in a higher social class; she represents an ideal image he was not afforded. Rationale: I selected this text because Jay Gatsby is one of America’s modern fictional tragic heroes written in literature. Use of text: the purpose for reading this text is that it establishes the importance of the tragic hero’s enduring presence in literature. Attachment: See attachment # 6 for a copy of the cover. Citation: Donald, M. (2008). //Richard Nixon//: //History Maker Bios.// Minneapolis: Lerner Publishing Group, Inc. Text Summary: This text is a biography of President Nixon. It tracks his life from an early age, through his tumultuous years as president and the several years that followed. Rationale: I selected this text because President Nixon is a real life example of someone who possesses many characteristics of a tragic hero. Use of text: the purpose for this text is for students to make text to world connections. Attachment: See attachment # 7 for a copy of this text. Citation: Schmidt, M., & Wilson, D. (2007, October 5). Olympic Champion Acknowledges Use of Steroids. //The New York Times//. Retrieved from http://www.nytimes.com/2007/10/05/sports/othersports/05balco.html Text Summary: This article is about how 2002 Olympic gold medallist, Marion Jones, admitted that she used performance enhancing drugs. It states that she faced being stripped of her medals and prison time for lying during an FBI investigation. Rationale: I selected this text because it is a real life modern day example of a tragic hero in our media. Use of text: the purpose of this text is for students to make text to world connections. Attachment: See attachment # 8 for a copy of this article. Citation: Britney Spears: Biography (n.d.). //Rolling Stone.// Retrieved from [|http://www.rolling] stone.com/artists/britneyspears/biography Text Summary: This text is a biography about pop star, Britney Spears. It covers her life from her early career with Disney to her rise and recent downfall. Rationale: I selected this text because Britney Spears is another modern example of a tragic hero. I also selected it because it will stimulate conversation about which fatal flaw(s) led to her downfall. Use of Text: the purpose of this text is for students to make text to world connections. Attachent: See attachment #9 for a copy of this text. Citation: Almereyda, M. (Director). (2002). //Hamlet// [Motion Picture].New York: Miramax Films. Text Summary: This film is a modern adaptation of Shakespeare’s play Hamlet. Hamlet, played by Ethan Hawke, is haunted by his father’s ghost. The ghost tells Hamlet that his uncle/stepfather murdered him to take over Denmark, a New York based Corporation, and marry his wife (Hamlet’s mother). Hamlet feigns madness and constructs a plot to avenge his father’s death. Rationale: I selected this film because it is a modern interpretation of the original play with modern characters and setting. I think it’ll make the original play more interesting and accessible to the students. Use of Text: the purpose of this text is for students to make text to text and possibly text to self connections. Attachment: See attachment #10 for a copy of this text. South Jordan-Fatal Flaw. (2008, June 4). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=50wpKK2oW28 Text Summary: This text is a song about unrequited young love. Rationale: I selected this text because it is a musical representation about how young love can become consuming. It relates very well to //Wuthering// //Heights////, The Great Gatsby,// and //The Steadfast Toy Soldier.// Use of Text: The purpose of this text is to make text to text, text to self, and text to world connections. Attachment: See attachment #11 for URL address. Citation: Lauryn Hill-When it Hurts So Bad. (2008, February 4). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=-yj1XnoCjP8 Text Summary: This text is a song about a young woman who sings about how love can be so powerful and hurtful. Rationale: I selected this text because it is a modern song that relates to //Wuthering// //Heights////, The Great Gatsby,// “The Steadfast Soldier,” and “The Tragedy of Romeo and Juliet”. Use of Text: the purpose of this text is to make text to text, text to self, and text to world connections. Attachment: See attachment # 11 for URL address Pink-Just Like a Pill. (2008, March 24). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=j-oxGc-6ES0 Text Summary: This text is a song about how love is compared to a drug addiction. Rationale: I selected this text because it is a great, relatable example about how love can become obsessive and consuming. Use of Text: the purpose of this text is for students to make text to text, text to self, and text to world connections. Attachment: See attachment # 11 for URL address Citation: //Learn Hub//. (2008). Retrieved from http://learnhub.com/about/animated-tour Text Summary: This online interactive resource is similar to MySpace or Facebook as it is an online community. It has interactive games and communities within each discipline. Additionally, teachers can create an online course for students. Rationale: I selected this online interactive resource because the opportunities to learn and learn from each other are endless. I also selected this text because students will also be able to access other communities pertaining to their studies. Another great feature is that it is free. Use of Text: The purpose of the text is for students to retrieve information and engage in conversations and activities outside of the classroom to expand their understanding. Attachment: See attachment # 11 for URL address Citation //Folger Shakepeare Library//. (n.d.). Retrieved from http://www.folger.edu/index.cfm Text Summary: This online interactive resource gives extensive information about Shakespeare and his works. There are also some fun interactive games for kids. Rationale: I selected this text to make Shakespeare’s difficult texts more accessible and fun for students to learn. Use of Text: The purpose of this text is for students, particularly in the “Discover Shakespeare” section, understand the playwright and the era in which he wrote. Attachment: See attachment # 11 for URL address Citation: Hacker, Diana. (n.d.). //Research and Documentation Online.// Retrieved from http://www.dianahacker.com/resdoc/home.html Text Summary: This is an online resource that provides information for students to document sources in various disciplines in MLA or APA format. Additionally, it provides tips and resources. Rationale: I selected this online interactive resource because it gives up to date information on how to cite information in their assignments. Use of Text: the purpose of this text is to provide students the information necessary to cite information they use in proper format. Attachment: See attachment # 11 for URL address. Citation: Lawton, J. & Schuster, E. (2006, June**).** // M.C. Bard: Hip Hop and Shakespeare //. Retrieved from The Folger Shakespeare Library Web site: http://www.folger.edu/eduLesPlanDtl.cfm?lpid=750 Text Summary: This lesson plan compares Hip Hop with a variety of plays from Shakespeare. It takes approximately three to four class periods and uses versus from select modern day Hip Hop songs and passages from Shakespeare Plays. Rationale: I selected this text because Hip Hop is particularly popular and influential. I like how this lesson plan explores how language is influenced by a culture and time. It also establishes the timelessness of universal themes. Use of Text: the purpose of this text is to form a deeper understanding of Shakespeare’s texts by making text to text, text to self, and text to world connections. Attachment: See attachment # 12 for a copy of this text. Citation: Christionsen, S. (2003, January). //Cross That Line, Hamlet!// Retrieved from The Folger Shakespeare Library Web site: [|http://www.folger.edu//eduLesPlanDtl.cfm?lpid=655&printout=1] Text Summary: This text is a lesson plan that asks student to explore and explain how they feel about relevant issues that arise in today’s society and the text of “The Tragedy of Hamlet”. Students are asked to stand on one side of a line taped in the center of the class in terms on whether they agree or disagree with a particular issue Rationale: I selected this lesson plan because it gives students a visual understanding of how numbers effect how people make decisions. I also selected it because students are asked to explain why they made their decisions. Use of text: The purpose of this text is that it will access students’ prior knowledge before they read the Shakespeare’s text. Additionally, it will prepare students make text to self connections while reading the play. Attachment: See attachment # 13 for a copy of this text. While all the printed texts are great examples of the tragic hero, they are quite lengthy and difficult. Considering time restraints, I would select one novel, //Wuthering// //Heights//, //The Great Gatsby,// or //Moby Dick//, and read it after studying the three plays I selected from Shakespeare’s works. “The Steadfast Tin Soldier” and Nixon’s biography can be used regularly with this theme; however, the articles and music can be updated so they stay relevant and interesting to the students. Students will be encouraged to use the online interactive resources outside of the classroom, whether at home or school library so they can enhance their understanding and use information to write essays and papers about tragic heroes. The Learn Hub will be integrated as a lab portion of the class. Students will have designated time devoted to online instructional learning. The instructional lesson plans can be adapted slightly so they compliment my personal texts. ** Objectives ( ** based on the 12 IRA/NCTE standards for ELA) Note: Students will read select texts from print, media, and online resources. The diverse collection that covers past and present texts in various forms will access prior knowledge. Students will be encouraged through the use of these texts to continually make text to text, text to self, and text to world connections. For example, students will use popular music and make associations with the literary novels and plays in the text. Or, students will have modern example of figures in today’s society and connect them to these plays and novels. Note: Students will read select texts from Elizabethan era to the present. They will understand that literature just doesn’t happen; it evolves. They will see this by making text to text connections. Students will understand how the archetype tragic hero replicates time and again and establishes timeless and relatable universal themes. Note: By reciting and comparing plays and hip hop in small groups, as designed in //M.C. Bard: Hip Hop and Shakespeare,// students will analyze and explore strategies, (e.g. sentence structure and rhythm) used to create poetry. Additionally they will understand how a particular time shapes language differently, yet confirms recurring universal themes. Note: The Learn Hub is an online interactive resource that enables students to communicate and gain information from communities outside the classroom. Additionally, the online classroom will give students the opportunity to communicate their discoveries with the class.
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 * 1) ** Media Resources **
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 * 1) ** Online Interactive Resources **
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 * 1) ** Instructional Resources **
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 * 1) Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * 1) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 1) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 1) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

My diverse text set explores the concept of tragic heroes in various forms of literature and how this literary archetype replicates and translates in subsequent literature and modern day society. Students will have access to interesting genres from various resources in order to understand and make connections to difficult literary texts. The texts are intended for an honors English Literature class for advanced 12th grade students. Citation: Shakespeare, W. (1997). //The Riverside Shakespeare// (H. Baker, A. Barton, F. Kermode, H. Levin, H. Smith, M. Edel Eds.). Boston: Houghton Mifflin Company Text Summary: //The Riverside Shakespeare// is a complete compilation of William Shakespeare’s work. The plays I selected are: “The Tragedy of Hamlet, Prince of Denmark”, “The Tragedy of Othello, the Moor of Venice”, and “The Tragedy of Romeo and Juliet”. //Hamlet// is about a son who, to avenge his father’s death, plots to kill his uncle (his mother’s current husband). //Othello// is a mercenary who marries a Venetian nobleman’s daughter. Fooled into believing his wife is having an affair and consumed with jealousy, Othello strangles his bride then stabs himself after he learns of her innocence. //Romeo and Juliet// is about two teenage lovers whose feuding families make their relationship impossible. When Romeo mistakenly believes Juliet is dead he poisons himself. After discovering her love is dead, Juliet stabs herself with her lover’s dagger. Rationale: I selected this text because Shakespeare captures the essence of a tragic hero like no other author. His works had a tremendous impact on the English language. Because these plays are quite popular, I expect/hope the students will have some prior knowledge about one or all of these plays. Use of text: The purpose is to have the students read and analyze tragic figures in Shakespeare’s original plays. Also students will develop an understanding for the Elizabethan era’s language. Additionally there are time lines and pictures associated with the times students can freely browse through or use for outside projects. Attachment: See attachment # 1 for a copy of the list of contents. I did not attach the book as it is approximately 2000 pages. Citation: Anderson, H. C. (1994). The Steadfast Tin Soldier. In E. Blegvad (Ed.), //Twelve Tales: Hans Christian Anderson// (pp. 13-19). New York: Margaret K. McElderry Books. Text Summary: “The Steadfast Tin Soldier” is about a one-legged toy soldier who comes alive and falls in love with a paper doll. Because of his love and pride, he endures a series of events and ultimately dies after he is thrown into the fire in front of his love. Rationale: I selected this story/picture book to introduce students to the theme of tragic heroes. It is a fun and simple story that will help students identify tragic heroes in the difficult texts I’ve selected. Use of text: I will read this story aloud to the students in class to introduce the students to the theme of tragic heroes. Attachment: See attachment # 2 for a copy of this text. Citation: Garfield, L. (1985). //Shakespeare’s Stories//. Boston: Houghton Mifflin Company. Text Summary: This text is a compilation of adapted and illustrated stories of Shakespeare’s plays. It contains the three plays I selected from the original works. Rationale: I selected this text to make Shakespeare’s difficult plays malleable. Use of text: I will read each story individually before we begin reading the plays in order to build prior knowledge. Attachment: See attachment # 3 for a copy of a sample of the stories. The book is 288 pages long. Citation: Bronte, E.(2002). //Wuthering// //Heights// (C. Heywood, Ed.). Ontario, Canada: Broadview Literary Texts. Text Summary: //Wuthering// //Heights// is a story about how unrequited love manifests into an obsession for a man, long after his lover dies. Rationale: I selected this text because it is one example of a tragic hero in a classic novel. Its plot and characters are timeless. Students tend to like this particular Bronte novel (Emily’s only novel), even though it’s difficult, because of its gothic or supernatural style. Use of text: The purpose for reading this text is to see how the tragic hero replicates in literature. This particular edition has 7 introductions and appendices to assist with the reading. Attachment: See attachment # 4 for a copy of the front page. It is 507 pages. Citation: Melville, H. (1979). //Moby-Dick: or, The Whale//. Berkley: University of California Press. Text Summary: It is about a man’s journey and observations while aboard the whaleship, The Pequod. One reading of this text explores the tragic hero, Ahab, and his obsessive quest for revenge on the whale that has marred him for life. Rationale: I selected this text because Ahab is the first tragic hero written in American literature. I also selected this text because, although it’s a classic, it is rarely read in or out of schools anymore. This is unfortunate because it is perhaps the most poignant and significant American novel ever written. Use of text: the purpose for reading this text is to acquaint the students with America’s first adaptation of the tragic hero. Attachment: See attachment # 5 for a copy of the cover. It is 576 pages. Citation: Fitzgerald, F.S. (1992). //The Great Gatsby//. New York: Scribner Paperback Fiction. Text Summary: This text is about one’s man obsessive quest for a lover in a higher social class; she represents an ideal image he was not afforded. Rationale: I selected this text because Jay Gatsby is one of America’s modern fictional tragic heroes written in literature. Use of text: the purpose for reading this text is that it establishes the importance of the tragic hero’s enduring presence in literature. Attachment: See attachment # 6 for a copy of the cover. Citation: Donald, M. (2008). //Richard Nixon//: //History Maker Bios.// Minneapolis: Lerner Publishing Group, Inc. Text Summary: This text is a biography of President Nixon. It tracks his life from an early age, through his tumultuous years as president and the several years that followed. Rationale: I selected this text because President Nixon is a real life example of someone who possesses many characteristics of a tragic hero. Use of text: the purpose for this text is for students to make text to world connections. Attachment: See attachment # 7 for a copy of this text. Citation: Schmidt, M., & Wilson, D. (2007, October 5). Olympic Champion Acknowledges Use of Steroids. //The New York Times//. Retrieved from http://www.nytimes.com/2007/10/05/sports/othersports/05balco.html Text Summary: This article is about how 2002 Olympic gold medallist, Marion Jones, admitted that she used performance enhancing drugs. It states that she faced being stripped of her medals and prison time for lying during an FBI investigation. Rationale: I selected this text because it is a real life modern day example of a tragic hero in our media. Use of text: the purpose of this text is for students to make text to world connections. Attachment: See attachment # 8 for a copy of this article. Citation: Britney Spears: Biography (n.d.). //Rolling Stone.// Retrieved from [|http://www.rolling] stone.com/artists/britneyspears/biography Text Summary: This text is a biography about pop star, Britney Spears. It covers her life from her early career with Disney to her rise and recent downfall. Rationale: I selected this text because Britney Spears is another modern example of a tragic hero. I also selected it because it will stimulate conversation about which fatal flaw(s) led to her downfall. Use of Text: the purpose of this text is for students to make text to world connections. Attachent: See attachment #9 for a copy of this text.
 * 1) **Print Resources:**
 * Text # 1:**
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 * Text # 9**

Citation: Almereyda, M. (Director). (2002). //Hamlet// [Motion Picture].New York: Miramax Films. Text Summary: This film is a modern adaptation of Shakespeare’s play Hamlet. Hamlet, played by Ethan Hawke, is haunted by his father’s ghost. The ghost tells Hamlet that his uncle/stepfather murdered him to take over Denmark, a New York based Corporation, and marry his wife (Hamlet’s mother). Hamlet feigns madness and constructs a plot to avenge his father’s death. Rationale: I selected this film because it is a modern interpretation of the original play with modern characters and setting. I think it’ll make the original play more interesting and accessible to the students. Use of Text: the purpose of this text is for students to make text to text and possibly text to self connections. Attachment: See attachment #10 for a copy of this text. South Jordan-Fatal Flaw. (2008, June 4). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=50wpKK2oW28 Text Summary: This text is a song about unrequited young love. Rationale: I selected this text because it is a musical representation about how young love can become consuming. It relates very well to //Wuthering// //Heights////, The Great Gatsby,// and //The Steadfast Toy Soldier.// Use of Text: The purpose of this text is to make text to text, text to self, and text to world connections. Attachment: See attachment #11 for URL address. Citation: Lauryn Hill-When it Hurts So Bad. (2008, February 4). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=-yj1XnoCjP8 Text Summary: This text is a song about a young woman who sings about how love can be so powerful and hurtful. Rationale: I selected this text because it is a modern song that relates to //Wuthering// //Heights////, The Great Gatsby,// “The Steadfast Soldier,” and “The Tragedy of Romeo and Juliet”. Use of Text: the purpose of this text is to make text to text, text to self, and text to world connections. Attachment: See attachment # 11 for URL address Pink-Just Like a Pill. (2008, March 24). [Video]. Retrieved October 11, 2008, from http://www.youtube.com/watch?v=j-oxGc-6ES0 Text Summary: This text is a song about how love is compared to a drug addiction. Rationale: I selected this text because it is a great, relatable example about how love can become obsessive and consuming. Use of Text: the purpose of this text is for students to make text to text, text to self, and text to world connections. Attachment: See attachment # 11 for URL address Citation: //Learn Hub//. (2008). Retrieved from http://learnhub.com/about/animated-tour Text Summary: This online interactive resource is similar to MySpace or Facebook as it is an online community. It has interactive games and communities within each discipline. Additionally, teachers can create an online course for students. Rationale: I selected this online interactive resource because the opportunities to learn and learn from each other are endless. I also selected this text because students will also be able to access other communities pertaining to their studies. Another great feature is that it is free. Use of Text: The purpose of the text is for students to retrieve information and engage in conversations and activities outside of the classroom to expand their understanding. Attachment: See attachment # 11 for URL address Citation //Folger Shakepeare Library//. (n.d.). Retrieved from http://www.folger.edu/index.cfm Text Summary: This online interactive resource gives extensive information about Shakespeare and his works. There are also some fun interactive games for kids. Rationale: I selected this text to make Shakespeare’s difficult texts more accessible and fun for students to learn. Use of Text: The purpose of this text is for students, particularly in the “Discover Shakespeare” section, understand the playwright and the era in which he wrote. Attachment: See attachment # 11 for URL address Citation: Hacker, Diana. (n.d.). //Research and Documentation Online.// Retrieved from http://www.dianahacker.com/resdoc/home.html Text Summary: This is an online resource that provides information for students to document sources in various disciplines in MLA or APA format. Additionally, it provides tips and resources. Rationale: I selected this online interactive resource because it gives up to date information on how to cite information in their assignments. Use of Text: the purpose of this text is to provide students the information necessary to cite information they use in proper format. Attachment: See attachment # 11 for URL address. Citation: Lawton, J. & Schuster, E. (2006, June**).** // M.C. Bard: Hip Hop and Shakespeare //. Retrieved from The Folger Shakespeare Library Web site: http://www.folger.edu/eduLesPlanDtl.cfm?lpid=750 Text Summary: This lesson plan compares Hip Hop with a variety of plays from Shakespeare. It takes approximately three to four class periods and uses versus from select modern day Hip Hop songs and passages from Shakespeare Plays. Rationale: I selected this text because Hip Hop is particularly popular and influential. I like how this lesson plan explores how language is influenced by a culture and time. It also establishes the timelessness of universal themes. Use of Text: the purpose of this text is to form a deeper understanding of Shakespeare’s texts by making text to text, text to self, and text to world connections. Attachment: See attachment # 12 for a copy of this text. Citation: Christionsen, S. (2003, January). //Cross That Line, Hamlet!// Retrieved from The Folger Shakespeare Library Web site: [|http://www.folger.edu//eduLesPlanDtl.cfm?lpid=655&printout=1] Text Summary: This text is a lesson plan that asks student to explore and explain how they feel about relevant issues that arise in today’s society and the text of “The Tragedy of Hamlet”. Students are asked to stand on one side of a line taped in the center of the class in terms on whether they agree or disagree with a particular issue Rationale: I selected this lesson plan because it gives students a visual understanding of how numbers effect how people make decisions. I also selected it because students are asked to explain why they made their decisions. Use of text: The purpose of this text is that it will access students’ prior knowledge before they read the Shakespeare’s text. Additionally, it will prepare students make text to self connections while reading the play. Attachment: See attachment # 13 for a copy of this text. While all the printed texts are great examples of the tragic hero, they are quite lengthy and difficult. Considering time restraints, I would select one novel, //Wuthering// //Heights//, //The Great Gatsby,// or //Moby Dick//, and read it after studying the three plays I selected from Shakespeare’s works. “The Steadfast Tin Soldier” and Nixon’s biography can be used regularly with this theme; however, the articles and music can be updated so they stay relevant and interesting to the students. Students will be encouraged to use the online interactive resources outside of the classroom, whether at home or school library so they can enhance their understanding and use information to write essays and papers about tragic heroes. The Learn Hub will be integrated as a lab portion of the class. Students will have designated time devoted to online instructional learning. The instructional lesson plans can be adapted slightly so they compliment my personal texts. Note: Students will read select texts from print, media, and online resources. The diverse collection that covers past and present texts in various forms will access prior knowledge. Students will be encouraged through the use of these texts to continually make text to text, text to self, and text to world connections. For example, students will use popular music and make associations with the literary novels and plays in the text. Or, students will have modern example of figures in today’s society and connect them to these plays and novels. Note: Students will read select texts from Elizabethan era to the present. They will understand that literature just doesn’t happen; it evolves. They will see this by making text to text connections. Students will understand how the archetype tragic hero replicates time and again and establishes timeless and relatable universal themes. Note: By reciting and comparing plays and hip hop in small groups, as designed in //M.C. Bard: Hip Hop and Shakespeare,// students will analyze and explore strategies, (e.g. sentence structure and rhythm) used to create poetry. Additionally they will understand how a particular time shapes language differently, yet confirms recurring universal themes. Note: The Learn Hub is an online interactive resource that enables students to communicate and gain information from communities outside the classroom. Additionally, the online classroom will give students the opportunity to communicate their discoveries with the class.
 * 1) **Media Resources**
 * Text # 10**
 * Text # 11**
 * Text # 12**
 * Text # 13**
 * 1) **Online Interactive Resources**
 * Text # 14**
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 * Text # 16**
 * 1) **Instructional Resources**
 * Text # 17**
 * Text # 18 **
 * Objectives ( ** based on the 12 IRA/NCTE standards for ELA)
 * 1) Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * 1) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 1) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 1) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.