Cleaver Introduction To Drama Lesson Plan Galleries - D) describe summative evaluation(s) for this precise unit and how lessons in this unit make a contribution to the summative assessment. The summative assessment for this unit is an examination that checks the following targets: a.2.C—show comprehension of an increasing number of hard texts (both print and nonprint assets) by means of asking and answering literal, interpretive, and evaluative questions. ?? a.3.C—examine dramatic literature and analyze its conventions to pick out how they express a writer’s that means. ?? a.Three.D—perceive and interpret works in diverse poetic paperwork (e.G., Ballad, ode, sonnet) and give an explanation for how which means is conveyed via functions of poetry, together with sound (e.G., Rhythm, repetition, alliteration), shape (e.G., Meter, rhyme scheme), graphic elements (e.G., Punctuation, line length, phrase role), and poetic gadgets (e.G., Metaphor, imagery, personification, tone, symbolism) a.Five.A—use organization or shape of textual content (e.G., Comparison/assessment, cause/effect, problem/solution) and writer’s strategies (e.G., Repetition of ideas, syntax, phrase choice) to aid comprehension of an increasing number of hard texts a.Five.C— become aware of, analyze, and evaluate plot, man or woman improvement, placing, theme, temper, and point of view as they're used together to create meaning in increasingly tough texts a.5.E-- identify, analyze, and examine the approaches in which the gadgets the author chooses (e.G., Irony, imagery, tone, sound strategies, foreshadowing, symbolism) gain particular effects and shape that means in increasingly more hard texts a.5.F— analyze an author’s implicit and express argument, attitude, or point of view in a text (e.G., Toni cade bambara’s argument approximately social class .
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