Student Resources
All the World's a Stage
Western Drama from Ancient Greece to Shakespeare's England
Teacher Resources
Research and Investigation Guides
Provides scaffolding to support student inquiry learning, including links to interactive tutorials and resources for each process step.
Elementary (K-5) Information Literacy Process Model and Interactive Research Guide
Secondary (6-12) Information Literacy Process Model and Interactive Research Guide
Targeted Learning Styles and Preferences
| Field Dependent | Field Independent | ||
| Global Understanding | Analytical Understanding | ||
| Active | Reflective | ||
| Visual | Auditory | Tactile | Kinesthetic |
Have students use assistive tools in BCPS databases including labeled reading levels or lexiles, audio read-aloud features, and embedded dictionaries.
Time Frame
Library/Computer Lab:
2-4 days
* Additional time may be needed for presentations in the classroom
Notes to the Teacher
- Collaborate with your School Library Media Specialist for integration of 21st Century skills instruction.
- To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) as a collaborative workspace. See your Library Media Specialist for help, or visit the BCPS Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources.
- Assessments are linked to the main page; however, teachers may want to revise assessments so that they are linked to gradebook software, such as Edline.
Supplemental Teaching Resources
- Safari Montage - search your school's Safari Montage server for videos and other media.
- BCPS Office of Library Information Services: Reference Desk, Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources, Podcasting: Learning To Go, Video to Go
- Promethean Planet - search for interactive flipcharts (free account).
- Teacher's Domain - search for digital media (free account).
- Thinkport - interactive media, tools, lessons, and links from MPT.
- Additional Rubrics
Curriculum Standards Alignment
 |
 |
 |
Essential Question for Enduring Understanding
BCPS Curriculum for
Grade 8 GT Language Arts
(BCPS)
Grade 8 GT English Language Arts: Drama
BCPS objectives:
- Analyze elements of drama to facilitate understanding and interpretation.
- Analyze the relationship between a literary text and its historical and social contexts.
KSIs:
O-7 Students will be able to analyze and evaluate elements of drama to facilitate understanding and
interpretation.
- KSI-A Use structural features to distinguish among types of dramas.
- KSI-B Analyze structural features of drama that contribute to meaning.
O-12 Students will be able to compose oral, written, and visual presentations that express personal ideas, inform, and/or persuade.
- KSI-A Compose to express personal ideas by experimenting with a variety of forms and techniques
suited to topic, audience, and
Maryland State Curriculum for Grade 8 GT Language Arts
(MSDE)
Analyze the relationship between a literary text and its historical and social contexts.
Maryland State Environmental Literacy Standards
(MSDE)
Standard 7: Environment & Society
The student will analyze how the interactions of heredity, experience, learning and culture influence social decisions and social change.
Maryland State Standards for Personal Financial Literacy
(MSDE)
1.8.A Analyze the financial choices that people make based on available resources, needs, and wants for goods and services.
1.8.B Analyze attitudes, assumptions, and patterns of behavior regarding money, saving, investing,
and work including the impact on relationships.
Maryland Technology Literacy Standards for Students
(MSDE)
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
National
Educational Technology Standards for Students
(ISTE)
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Standards for the 21st-Century Learner
(AASL)
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based
research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.