Cypress Creek High School

IB Diploma Programme: Unit Planner

Unit Title

Analyzing Artists Choices

Subject: Pre-IB English II Grade: 10 Level: Standard / Higher

Time Frame and Duration: September- April (ongoing Art of Analysis
project)
Teacher(s): Lee Ann Spillane
Desired Results
Significant concept(s) students will understand:
Reading:

Writing:

Speaking:

Language

theme
tone
main ideas
textual evidence
word choice
connotation
denotation
figurative language
tropes (simile,
metaphor,
personification, etc.)
Reading strategies:
visualizing,
questioning,
connecting, predicting

Paraphrase
Summarize
Quote
Parenthetical citation
Works cited
Writing analysis
short vs long quotes
claim
counterclaim
transition strategies

Discussing how
authors word choice
develops theme and
communicates
tone;
asking clarification &
elaboration questions;
connecting details
and ideas from
independent reading
to weekly texts
discussed in class.

schemes (artful
diction)
participles
absolutes
appositives
adjectives out of order
action verbs
colons and semicolons
Using standard
English when writing
and speaking

Essential Question(s):

Can literature express truths that cannot be expressed in other ways? If so, what
sort of truths are these? How does this form of truth differ from truth in other
areas of knowledge?
How do the choices artists make affect meaning and tone?

Standards
RL1 Cite strong and thorough textual evidence to support analysis of what text says
explicitly as well as inferences.
RL 2 Determine/analyze a theme or central idea and analyze in detail its development;
summarize text.
RL 4 Determine the meaning of words and phrases, figurative, connotative, and
technical meanings; analyze word choices effect on meaning/tone
W1 Write arguments to support claims in an analysis of substantive topics or texts,

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using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates
the audiences knowledge level and concerns.
W2 Write informative/explanatory texts to examine and convey complex ideas,
concepts,
and information clearly and accurately through the effective selection, organization,
analysis of content.
a. Introduce a topic; organize ideas; include multimedia to
[aid]comprehension.
b. Develop the topic with concrete details [and] quotations.
c. Use appropriate and varied transitions to link and clarify the
relationships
R10: By the end of grade 10, read and comprehend literary fiction and nonfiction at the
high end of the grades 910 text complexity band independently and proficiently.
Speaking & Listening:
1c Propel conversations by posing and responding to questions; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and conclusions.
1d Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views to make new
connections in light of the evidence and reasoning presented.
SL 2 Integrate/evaluate multiple sources of information presented in diverse media
Next Generation Sunshine State Standards for Visual Art
VA O. 3.1 Create works of art that include symbolism, personal experiences, or
philosophical view to communicate with an audience.
VA.S. 3.2 Demonstrate a balance between spontaneity and purpose to produce
complex works of art with conviction and disciplined craftsmanship.
VA 3.4 Follow directions and use effective time-management skills to complete the artmaking process and show development of 21st-century skills.
VA 3.5 Use appropriately cited sources to document research and present information
on visual culture.
VA S. 3.5 Create multiple works that demonstrate thorough exploration of subject
matter and themes.
VA 3.12 Use digital equipment and peripheral devices to record, create, present, and/or

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share accurate visual images with others.

Understanding (s)/aims (from Subject Guide):

The aim is to:

introduce students to a range of texts from different periods, styles and genres.
develop in students the ability to engage in close, detailed analysis of individual texts and
make relevant connections.
develop the students powers of expression, both in oral and written communication.
encourage students to recognize the importance of the contexts in which texts are written
and received.
encourage, through the study of texts, an appreciation of the different perspectives of people
from other cultures, and how these perspectives construct meaning.
encourage students to appreciate the formal, stylistic and aesthetic qualities of texts.
promote in students an enjoyment of, and lifelong interest in, language and literature.
develop in students an understanding of the techniques involved in literary criticism.
develop the students ability to form independent literary judgments and to support those
ideas.

Learning objectives/outcomes (from Standards/ Subject Guide):

The purpose of this unit is to teach students how to read texts closely in order to
analyze how artists choices impact meaning and tone. I will know when
students are able to read closely in order to analyze artists choices when they
cite textual evidence in conversation and in writing that supports their analysis
of meaning or tone from the text.
Learning Plan and Teaching
Strategies
Learning Experiences/Activities:
direct instruction on: claims,
counter claims, textual
evidence, word choice,
figurative language, close
reading, grammatical
concepts, etc.
Weekly reading and text
marking of literary or
informational texts
Daily independent reading
Close reading
demonstration/lesson(s)
Close reading of
informational, poetic and
visual texts with note-taking
in academic journals.
text annotation
Weekly Socratic discussion
of texts.

Formative
Assessments
Weekly
reading record
Weekly
reading
journal entries
Teacher
Observation
Anecdotal
Records
Reflection in
academic
journals (3-21, PMI,
learning
progression
reflections,
etc.)

Summative Assessments

Integrated, written vocabulary

and reading assessment
Written analysis
Visual art
Showcase presentation

Resources
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A variety of texts as noted on the quarterly instructional focus calendar and
weekly lesson plans found online: http://www.laspillane.org

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Analyzing Artists Choices
Unit Goal:
The purpose of this unit is to teach students how to read closely in order to analyze how artists choices (word choice,
image, media, framing choices, etc.) impact meaning and tone. I will know when students are able to read closely in
order to analyze word choice when they cite textual evidence that supports written or spoken analysis of a texts meaning
or tone.
Learning Scale: Word Choice
Skill
4
I can write an analysis of word choice
across multiple artistic texts and
articulate how specific evidence from the
texts develop meaning or tone.

Evidence

I can read closely in order to examine and

analyze word choices. I can analyze word
choice by citing textual evidence to
support my analysis during discussions or
in writing. I can create art work that
represents word and or image choices a
poet makes and write an analysis of a
poem using an artistic lens.

I can read closely for word choice. I can

plan for art making and writing by
collecting images and information from
the Internet. I can draft writing that
summarizes and or categorizes the
language poets use by identifying words
or phrases that convey the specified
meaning and/or tone.

I can name words/phrases that are

positive or negative in terms of
connotation. I can identify figurative
language in poetic text. I can define tone.

Write multi-paragraph analysis of texts that cross

genres, cultures or centuries that employs a blended
compare/contrast organizational pattern.
Students analysis demonstrates literary and cultural
knowledge acquisition.
Properly cite evidence when writing or speaking
(parenthetical references).
Students purposefully annotate paired or multipletexts, color coding word choices or tropes (simile,
metaphor, imagery, personification, etc.) used by the
author to convey meaning or tone.
Embed evidence of word choice into analytical writing
by paraphrasing, quoting and summarizing.
Explain how connotation of artists choices convey
theme and tone.
Demonstrate art knowledge.
Use participles, absolutes, appositives, adjectives out
of order, and or action verbs to vary sentence
structures and create voice.
Use transitions to link and create relationships between
sentences and paragraphs.
Write, support and develop analytical claims about an
artwork.
Make analytical claims about an artwork.
Support claims with evidence from the text.
Identify how language establishes setting and evokes a
sense of time and place by marking it in text.
Identify meaning and words that contribute to tone
(color coding, chunking, annotating)
Given a tone or meaning of a word, students can find
evidence in the text that demonstrates it.
Note language used related to tone or meaning using
4-squaare analysis (devices, connotation, theme &
tone)
Use context clues to determine the meanings of
unfamiliar words.
Given a bank of tone words, I can select one word to
describe the tone of a given text and identify language
used by the author that communicates that attitude.
Tell the difference between mood and tone.
Understand how context influences word meaning.

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0

I understand that words have layers of

meaning.

Discuss words and figurative language used in text.

Explain the difference between figurative meaning and literal
meaning.
I can explain the difference between connotation and
denotation.
I can discuss multiple meanings of words.
I can use reference sources, print or digital, to look up the
meanings of words.

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Interdisciplinary Links:
visual arts standards noted above
historical periods and art movements
social, political and economic context of art works (paintings and poetry) studied

IB Core Connections
Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-Minded
Caring
Risk-Takers
Balanced

CAS Connections
increased their awareness of their
own strengths and areas for growth
undertaken new challenges
planned and initiated activities
shown perseverance and commitment
in their activities
engaged with issues of global
importance
considered the ethical implications of
their actions
developed new skills
worked collaboratively with others

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TOK Links

Is a work of literature enlarged or diminished by interpretation? What makes something a

good or bad interpretation?
How can a literary work of fiction, which is by definition non-factual, convey knowledge?
What is the proper function of literatureto capture a perception of reality, to teach or uplift
the mind, to express emotion, to create beauty, to bind a community together, to praise a
spiritual power, to provoke reflection or to promote social change?
Does familiarity with literature itself provide knowledge and, if so, of what kindknowledge
of facts, of the author, of the conventions of the form or tradition, of psychology or cultural
history, of oneself?
What knowledge of literature can be gained by focusing attention on the author? Can, or
should, authors intentions and the creative process itself be understood through observing
authors or knowing something of their lives? Is the creative process as important as the final
product, even though it cannot be observed directly? Are an authors intentions relevant to
assessing the work? Can a work of art contain or convey meaning of which the artist is
oblivious?
What knowledge of literature can be gained by focusing attention solely on the work itself, in
isolation from the author or the social context?
What knowledge of literature can be gained by focusing attention on its social, cultural or
historical context?
How important is the study of literature in individual/ethical development? In what ways?
What constitutes good evidence within the study of literature?
What knowledge can be gained from the study of literature?
What is lost in translation from one language to another? Why?
Can literature express truths that cannot be expressed in other ways? If so, what sort of truths
are these? How does this form of truth differ from truth in other areas of knowledge?

Reflections and Evaluations

See teaching journal.

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