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Standard 3 : Integration of Knowledge and IdeasArchived
Cluster Standards

This cluster includes the following benchmarks.

Visit the specific benchmark webpage to find related instructional resources.

  • LAFS.910.RL.3.7 : Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
  • LAFS.910.RL.3.9 : Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Cluster Information
Number:
LAFS.910.RL.3
Title:
Integration of Knowledge and Ideas
Type:
Cluster
Subject:
English Language Arts - Archived
Grade:
910
Strand
Reading Standards for Literature
Cluster Access Points

This cluster includes the following Access Points.

Cluster Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Original Student Tutorials
  • From Myth to Short Story: Drawing on Source Material – Part Two: Examine the topics of transformation and perfection as you read excerpts from the “Myth of Pygmalion” by Ovid and the short story “The Birthmark” by Nathaniel Hawthorne. By the end of this two-part interactive tutorial series, you should be able to explain how the short story draws on and transforms source material from the original myth. 

    This tutorial is the second in a two-part series. Click HERE to launch Part One.

  • From Myth to Short Story: Drawing on Source Material – Part One: Examine the topics of transformation and perfection as you read excerpts from the “Myth of Pygmalion” by Ovid and the short story “The Birthmark” by Nathaniel Hawthorne. By the end of this two-part interactive tutorial series, you should be able to explain how the short story draws on and transforms source material from the original myth.  

    This tutorial is the first in a two-part series. Click HERE to launch Part Two.

  • Light and Darkness in Two Artistic Mediums: Study the poem “We Grow Accustomed to the Dark” by Emily Dickinson and view the painting The Starry Night by Vincent van Gogh to explain how each medium represents the subjects of light and darkness similarly and differently, as you complete this interactive tutorial.

  • Women at Work: Learn to analyze the same topic represented in a variety of different mediums. In this interactive tutorial, you'll analyze both visual and written representations from the 1930s and 1940s. You will learn about some of the common composition features used in visual mediums, such as photographs or paintings. You'll learn the necessary steps to analyze and compare works represented in both visual and literary mediums.

Formative Assessment
  • Analysis of "Minstrel Man" and "Tombstone": This formative assessment asks students to analyze Langston Hughes' poem "Minstrel Man" and Jacob Lawrence's painting "Tombstone" as they respond to several short-answer questions and develop a follow-up essay. A scoring rubric is included for teachers to evaluate student responses.

Lesson Plans
  • An Abridged Hero: The Archetypal Hero's Journey in Novella and Poem: The hero's journey is an archetypal plot structure found in modern novels and can also be found in popular poetry. After students have read the novella Anthem by Ayn Rand, they will examine the poem "Invictus" by William Ernest Henley for elements of the Hero's Journey. Students will work collaboratively to decide whether or not all aspects of the hero's journey are demonstrated efficiently in this variety of texts.

  • Creating Suspense Lesson 2: Analyzing Literary Devices in "The Lottery": In this lesson (part 2 of 2 in a unit), students will read and analyze literary devices in Shirley Jackson's "The Lottery." Students will practice text-coding the story to note uses of setting, imagery, diction, and foreshadowing. Students will complete a handout where they will analyze how Jackson creates suspense through the use of setting, imagery, diction, and foreshadowing. For the summative assessment, students will write an essay comparing and contrasting Edgar Allan Poe's use of suspense with Jackson's, making a claim as to which author more successfully creates a suspenseful mood.

  • Shall I Compare Thee to a Previously Written Sonnet?: In this lesson, students will summarize and analyze Petrarch's love sonnets (including "Sonnet 18", "Sonnet 159" and "Sonnet 104") and then do the same with Shakespeare's love sonnets (including "Sonnet 18", "Sonnet 130" and "Sonnet 106"), comparing Shakespeare's themes and approach to Petrarch's themes and approach. The summative assessment is an essay in which students will summarize and analyze Shakespeare's "Sonnet 27" and describe how that poem reflects and diverges from Petrarch's themes and style.

  • Analyzing a Modern Take (in Film) on Vonnegut’s View of the Future in “Harrison Bergeron”: In this lesson (part 2 in a 2-part unit), students will review crucial details present/omitted in a film treatment (2081) of Vonneguts's "Harrison Bergeron," using a Venn diagram to record their observations. Students will use their diagram to compose a one to two page objective summary of their findings, drawing parallels between the original work and the film in regard to literary elements, author's purpose, audience, etc. and their effects on the overall meaning of the works.

  • Exploring Immigration and America: Part 1: This lesson is the first of three interrelated lessons in a unit which use text and fine arts (photography and paintings) to convey the theme(s) of immigration, shared American ideals, and civic responsibilities in a democracy. The first lesson asks students to analyze "The New Colossus" by Emma Lazarus. Students' understanding of text and earlier waves of immigration will be fostered by viewing photographs of immigrants to Ellis Island.

  • Universal Themes in "Harrison Bergeron": Students will read the short story, "Harrison Bergeron," and analyze the universal themes as they relate to dystopian literature in this lesson.

Unit/Lesson Sequence
  • Sample English 2 Curriculum Plan Using CMAP:
    This sample English II CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the English II course. This CMAP is divided into 14 English Language Arts units and includes every standard from Florida's official course description for English II. The units and standards are customizable, and the CMAP allows instructors to add lessons, class notes, homework sheets, and other resources as needed. This CMAP also includes a row that automatically filters and displays e-learning Original Student Tutorials that are aligned to the standards and available on CPALMS.

    Learn more about the sample English II CMAP, its features, and its customizability by watching this video:

    Using this CMAP

    To view an introduction on the CMAP tool, please .

    To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account.

    To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app.

    To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu.

    All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx