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Mental Illness Unit

12th Grade English Language Arts
Unit Rationale:
In the English Language Arts high school curriculum, students are familiar with
exploring literature through critical theories that address gender issues, cultural issues, or
historical contexts. Instances when mental illness is a frame, if ever, it is often presented in the
form of a themethat is, madness or insanityparticularly in interactions with
Shakespeare. However, students are far more capable of exploring mental illness in all its
complexities as it very well may be applicable to their daily lives whether they have a peer who
is mentally ill, a family member, or experience mental illness themselves. Mental illness is not an
issue to be ignored, especially at the high school level. It is a social issue that deserves awareness
in order to explore both societal and personal views that are vulnerable to misinformation.
Laurence Steinberg (2013) asserts in Adolescence that [i]n its mild form, depression is
the most common psychological disturbance among adolescents (p. 442). With that being said,
there are important characteristics about depression that students either fail to understand or have
difficulty understanding. The way authors use language in literature and texts to portray mental
illness directly effects a students understanding of the term. Because College and Career
Readiness standards call for twelfth grade students to interact with approximately 30% of literary
texts and 70% informational, having students investigate and research various mental illnesses is
absolutely appropriate. Investigation will increase their awareness, allowing growth to question
societys notions about mental illness, and the impact that has on an individual.
In adolescence, teenagers are extremely influenced by the world they live in. A main
source for communication about their world comes from the media. Medias portrayal of mental

illness can interfere with a students conclusion about a person who has mental illness.
Therefore, students need to understand that the media, particularly the news media, can persuade
us to make generalizations about people with mental illnesses. For instance, students might have
the misconception that people with mental illnesses are prone to violence. Research suggests that
a violent crime by a person with mental illness is more likely to get the front page than a crime
committed by a person without mental illness (Tartakovsky, 2015, p.2). An understanding about
mental illness will hopefully open up their understanding about current societal tragedies.
Instruction of the unit is designed to provide strategies to guide students through the
reading process, build on student background knowledge, increase student engagement and
motivation by reading real-world texts, engage students in regular discussions with their peers,
engage students interactive journals, and to provide in class and outside time to support extensive
reading and to promote critical thinking (Burke, 2013). Students will be able to collaborate with
their peers to accommodate their need for social interaction, and inquiry based thinking will be
utilized to challenge their abstract thinking to have a more accurate understanding of the stigmas
that surround mental illness.

Essential Questions
*Adapted from the Virtual Library of Conceptual Units
Mental illness is more than just a moral failing.

What does it mean to be mentally ill?

How might if feel to live through a conflict that disrupts your way of
life?

How is our understanding of societal issues constructed through and by

language?

What are the causes and consequences of prejudice and how does an
individuals response to it reveal his/her morals, ethics, and values?

How does media shape our view of the world and ourselves?

Standards

Reading Standards for Literature:

Analyze the impact of the authors choices regarding how to develop

and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are introduced and
developed). (1112.RL.3)

Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh, engaging,
or beautiful. (Include Shakespeare as well as other authors.) (11
12.RL.4)

Analyze how an authors choices concerning how to structure specific

parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its
overall structure and meaning as well as its aesthetic impact. (11
12.RL.5)

Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry);
evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American
dramatist.) (1112.RL.7)

Reading Standards for Informational Text:

Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain (11
12.RI.1)

Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an
objective summary of the text. (1112.RI.2)

Analyze a complex set of ideas or sequence of events and explain how

specific individuals, ideas, or events interact and develop over the
course of the text. (1112.RI.3)

Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings; analyze
how an author uses and refines the meaning of a key term or terms

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over the course of a text (e.g., how Madison defines faction in
Federalist No. 10). (1112.RI.4)

Determine an authors point of view or purpose in a text in which the

rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text. (11
12.RI.6)

Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem. (1112.RI.7)

Writing Standards:

Write narratives to develop real or imagined experiences or events

using effective technique, wellchosen details, and wellstructured
event sequences.

a. Engage and orient the reader by setting out a problem,

situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.

b. Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they

build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences, events,
setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the
narrative (1112.W.3)

Conduct short as well as more sustained research projects to answer a

question (including a selfgenerated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on

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the subject, demonstrating understanding of the subject under
investigation. (1112.W.7)

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. (1112.W.10)

Speaking and Listening Standards:

Initiate and participate effectively in a range of collaborative

discussions (oneon one, in groups, and teacherled) with diverse
partners on grades 1112 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared having read and researched

material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and

decisionmaking, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions

that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize

comments, claims, and evidence made on all sides of an issue;

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resolve contradictions when possible; and determine what
additional information or research is required to deepen the
investigation or complete the task. (1112.SL.1)

Evaluate a speakers point of view, reasoning, and use of evidence and

rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used. (1112.SL.3)

Present information, findings, and supporting evidence, conveying a

clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. (11
12.SL.4)

Make strategic use of digital media (e.g., textual, graphical, audio,

visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
(1112.SL.5)

Objectives
*Adapted from the Virtual Library of Conceptual Units

Students will be able to generate a broad understanding of mental illnesses, their

symptoms, their prognoses, and their treatments by conducting online research to analyze
text.

Students will be able to develop a social understanding of the mentally ill by exploring
different means of text, including literary, informational and non-print and present their
findings to the class.

Students will be able to familiarize themselves with the cultural, social, and thematic
relevance of mental illness in literature by participating in literature circles that are
responsible for analyzing a particular text.

Students will be able to recognize different purposes and methods of writing by

identifying a writers tone and point of view.

Students will be able to engage in discussion as both speaker and listener, critically and
constructively interpreting, analyzing, and summarizing ideas.

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Formative Assessments
1. Literature Circles
Directions: Reading groups will be formed. Groups should be no bigger than 5 or 6 people.
Each group will read a book from the list of novels provided to them in class. Initially the
groups will meet and divide the book and choose roles for each session. They will complete
a weekly role sheet and bring it to class. They will meet during class time for 3 consecutive
weeks. Students will come to class prepared to participate in a literature circle & class
discussion.
Requirements: To receive participation points for the Literature Circles, students must:
Have role sheet completed ahead of time.
Get sheet initialed by me for each class.
Be prepared to participate in discussion.
Actively participate in literature discussions.
In the event a student is absent, they are responsible for sending in the role sheet to their group
either by giving it to someone or sending it electronically. If this is not done, they will lose not
only the points for that session but also participation points for that day.

2. Annotated Reading Logs

Directions: Students will be creating diary entries from the perspective of one of the
characters in their novel. They will have the task to identify and reflect upon the mental
illness of the character chosen for these diary entries. Students should identify the aspects of
the characters mental illness and keep track of how the illness impacts behavior in a reading
log.

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Requirements: To receive credit for your reading logs, students must:

Have reading log completed ahead of time
Get your sheet initialed by me for each class
Entries focus on any one of the following:
o Plot
o Theme
o Characterization
o Setting
o Tone
o Mood
o Author style
o Literary devices
o General reactions/thoughts

3. Literature Circle Presentations

Students will select a novel or play, then create Literature Circle based on other students
that chose that same novel/play in which students will choose who will assume the role of
a discussion director, a summarizer, a vocabulary enricher, and an illustrator (these will
rotate each class period) to analyze plot and the prevalence of mental illness in the novel
Directions: Literature Circles will consist of discussion direction a summarizer, a
vocabulary enricher, and an illustrator. Each student will assume each role at least once.

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Students might encounter the same role twice depending on the size of your group. After
Week 3 of meeting with literature circles, groups will present your novel to the whole
class based on their discussions with their Literature Groups. The point of the
presentation is to provide classmates with a good idea about what their book is about and
how it relates to mental illness to pique their interest in the novel.
Requirements: To satisfy the requirements for this presentation, you must:
Create a 15 minute presentation
Make sure the presentation is informative and creative
Show evidence that all members have read the book
Allow each group member to take an equal part in leading the discussion
Include a brief summary of the story, making sure to include key details from the chapters
assigned
Include information that demonstrates reflection on the prevalence of mental illness in the
book
Maintain at least 75% of the classs participation

Presentation Forms: How students present the information to the class will be up to them.
Students must meet all of the requirements above, regardless. Students will be required to keep
all of their Role Sheets and show evidence of their connection with the text throughout the
process. Here are some ideas that can get students started:
PowerPoint
Prezi

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Comic Strip
Talk Show
Skit
Interview with the author, characters, etc.
Movie trailer of the novel

Process and Procedures: In the next weeks we will use much of our time in class to our Literature
Circles, reading, discussing and preparing for your presentations. You should come to class each
day with your chapters read and role sheet completed. I will be available to help you with your
novel analysis.

4. The Yellow Wallpaper Illustrations

Directions: After our group discussion about The Yellow Wallpaper, students will choose a
room from the short story that the narrator describes and in a group of 4, draw it specifically
or focus on drawing features of the room (the wallpaper alone, perhaps) from the narrators
perspective. Students will present their group drawing to the class.
Requirements: To satisfy the requirements for this activity, you must discuss with the class:
For a total of 4-5 minutes
Why you chose that room/feature
Discuss the difficulty of assuming the perspective of the narrator
Explain your illustration choices (i.e. colors, objects, etc.) and how they represent the
narrator

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Also:
Allow each group member to take an equal part in leading the discussion

5. Research on Mental Illness

Directions: Students will turn in a two page informative paper that briefly summarizes the
characteristics of the mental illness that they feel their chosen character exhibits from the
novel they have been reading in their literature circles. Students will have the responsibility
of identifying the characters mental illness; students will need to justify their diagnosis
through the research.
Requirements: To satisfy the requirements for this paper, you must:
Type an informative paper at least 2 pages long in APA format
Use 12 point font, Times New Roman, double spaced
Identify the mental illness that your character has
Reflect upon the mental illness of the character
Summarize the characteristics of the mental illness
Use at least 2 books and 3 internet sources
Cite sources in APA style
Include a reference page
Include peer editing sheets

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Summative Assessment
Diary Entries
Directions: Students will create a 5 page diary from the perspective of the mentally ill character
that they have studied throughout your Literature Circles. It is not required that they choose one
of the main characters from the novel; it can be a minor character, but students must be able to
assume that characters perspective.
Requirements: To satisfy the requirements for this paper, you must:
Create a 5 page diary entry from the perspective of a character from your novel
DOES NOT have to be typed if handwriting and illustrations add to your diary entry;
o However, do not write excessively big to take up space. Handwriting will have to
be equivalent to 5 typed pages.
Exhibit knowledge of the character and the type of mental illness that the character
demonstrates/has experiences with
Contain elements of mental illness that we have learned in class and that you have
researched
Emphasize the characters point of view by addressing the voice of the character (i.e. how
the character speaks/acts in the original text) through syntax and grammar usage.
Explain the transformation of the character (if any) of the character throughout the story
Turn in a 1 page explanation of why you chose that character and what you learned about
his/her mental illness or his/her association with mental illness

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Character Choices: In addition to learning about mental illness through research and literature,
the purpose of this assignment is for you to write creatively, learn about voice, and develop an
understanding of perspective.
Character examples include:
Any main/minor characters that exhibit some form of mental illness
Family member of a character with mental illness
A friend of a character with mental illness
A healthcare provider of a character with mental illness

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Differentiation for Diverse Learners

Chunks of text are read aloud and shared out to the whole class.

Sticky notes and other textual annotation tools, such as highlighting, are used throughout
texts to improve comprehension, encourage questioning and inquiry, and develop content
area vocabulary for challenging words.

Texts will be read-aloud as a class, in pairs, in small groups and individually, giving
students a range of support with grasping texts.

Students will receive accommodations on assignment completion time and performance

expectations based on their learning need on their IEPs.

Students will share in opportunities to write about background knowledge and share out
their perspectives on various issues.

Background knowledge/student interest/real life application

At the beginning of the unit, students will be required to take an Opinionairre about
mental illness. This is an assessment tool for both myself as a teacher and my students. From
this, I hope to gauge students presumptions about mental illness. In doing so, I can tell whether
or not my unit will have an impact on them, but I have good indication that it will. Students will
also be able to think about concepts that they do not normally get asked to think aboutin this
case, mental illness. Students may have experience with mental illness or they may know
someone or know of someone who encounters mental illness. With the amount of mass shootings
portrayed in the media lately, students will be able to formulate informed opinions about them.
The true essence of my unit plan is to help students develop a sense of sympathy for those who
battle with mental illnesses. Students will learn how to walk in other peoples shoes, especially
being that they will be exploring a specific perspective of mental illness through their novels.

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Day 1

Day 2

Students will gain

knowledge about mental
illness by identifying the
stereotypes they
associate with them.

Students will understand

the main causes of
depression by
brainstorming
information with their
book club groups.

Opinionnare
Students will reflect
individually on the
stereotypes they have
about people with mental
illness.
Students will share and
compare their results with
their shoulder partner
Students will participate in
a class discussion about
their shared results,
involving specific
stereotypes as seen on
TV, in movies, in
commercials or from
personal experience.
Mental Health Facts:
Class read (visual will be
displayed on the
SMARTboard)
HW: Review the list of
novels. Use online
resources to do some
research on each. Create
three index cards for at
least 3 online resources
that provide some
interesting information
about your chosen novel.

Literature Circles
Students will form literature
circles based on their
chosen novel.
Pass out novels to
students.
Students will share their 3
facts with their book club.
Silent reading or group
read-aloud for 25 minutes.
Brainstorming by:
Mapping (group activity)
Students will have 3
minutes to write about
what they know about
depression, then rotate
with their group
members.
Depression facts: Class
read
HW: Read the first two
chapters of your novel,
using post-its for
annotations.

Day 3
Students will
compare and
contrast what they
know about
depression as it
applies to The
Yellow Wallpaper
The Yellow
Wallpaper: ReadAloud (although
students will be
encouraged to
volunteer).
Journal Reflection:
Do you think this
story accurately
portrays someone
who is mentally ill?
The narrator says
that she is not
well. What do you
think about her
illness?
Do you think the
narrator has been
mentally ill for a
long time?
What are the
narrators feelings
about the yellow
wallpaper?
Does the narrator
get well during her
stay at the
mansion?
Illustration Activity:
Choose a room that
the narrator described
and attempt to draw
the room and the
various features in the
room.

Day 4

Students will describ

the perspective of
another character fr
The Yellow
Wallpaper by
engaging the reader
setting out a problem
situation, or
observation and its
significance,
establishing a point
view of multiple
characters.

Perspective Taking by:

Write-Around In groups o
students are to re-write a
portion of the story from th
perspective of other
characters. Each group
member will start with the
assigned character. At the
end of 1 minute, students
to rotate their story around
the next group member,
assuming the role of anoth
character.

Volunteers will be asked t

share their stories

Literature Circles
Role discussions. Smallgroup discussion of novel
far.

HW: Read the next assign

chapters of your novel, us
post-its for annotations. F
by week 3 for presentation

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Day 6
Students will describe
the ideas of
characterization and
mental illness as it
relates to their novels.
Literature Circles
Role discussions. Smallgroup discussion of novel
so far.
Students will have in-class
reading time to finish their
novels by next Monday.
Silent Sustained reading
for those who have
already finished or work on
group presentation.
Students will understand
what stigma means by:
Word Storm (small,
groups, then whole
group).
Create T-Chart of ways
mental illness is treated
and the stigmas that arise
from those treatments
Bipolar Disorder Facts:
Class read (visual will be
displayed on the
SMARTboard)
HW: Continue reading
your novels. Will need to
finish by Thursday at the
end of class.

Day 7
Students will analyze
character choices by
explaining the impact of
the authors choices in
how he introduces and
develops the characters.

Day 8
Students will
describe the medias
role when it comes to
reporting on people
who are mentally ill
by citing evidence
from the text.

Journal Reflection:

How would you feel

if a houseguest was
sad or anxious?
What would you
think about the
guest if he/she saw
monsters?
What would you do?
Would you invite the
guest back again?

(Students write individually,

share with their partner,
then discuss with the class)
The Sphinx by Edgar
Allan Poe: audio read
Students will consider the
following questions while
following along with their
copy of the text
The narrator says he has a
condition of abnormal
gloom. Why do you think
he is in this condition? Is it
abnormal?
Of what was the narrator
scared?
Do you think that the
narrator should have told
the host about the Sphinx?
Do you think the host
contemplates whether or
not the narrator has a
mental illness? Why?
Class discussion:

Ex-congressman
Plans Insanity
Defense in Fraud
Case discussion:
Socratic Seminar
Topics for
discussion:
How do the news
media portray the
mentally ill?
Do you think that
the media should
tell the public that
someone who is
accused of a
crime is mentally
ill?
Do you think that
mental illness
causes people to
commit crimes?
Do you think that
people get away
with crimes due to
their mental
illness?
Do you think that
people without
mental illness
claim that they
have one when
they are on trial
for a crime? Do
you think mental
illness of the
accused should
be a factor in a
trial?

Day 9

Show What you Know

(SWYK) Quiz over menta
health IQ and bipolar
disorder (taken individua

Literature Circles
Role discussions. Smallgroup discussion of novel
far.
Students will have in-class
reading time to finish their
novels by next Monday.
Silent Sustained reading f
those who have already
finished or work on group
presentation.

Prospectus discussions
students will individually
conference with the teach
to discuss their character
proposal; prospectus will
either be approved or stud
will be asked to give choic
further thought (i.e. is ther
sufficient evidence in the
novel to support an analys
on that chosen character?

HW: Complete the Literar

Analysis worksheet for yo
novel. Provide evidence fr
your annotated post-it not
Any prospectus revisions
be due.

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Day 11

Day 12

Day 13

Students will be able to

analyze how mental illness
interacts with their text by
breaking down the novel
into a Literary Analysis
Worksheet.

Students will be able to

apply what they know
about the
events/characters in
their novels by
collaboratively working
in groups to create a
presentation that relates
the novels content to
mental illness.

Students will be able to

apply what they know
about the
events/characters in their
novels by collaboratively
working in groups to
create a presentation that
relates the novels
content to mental illness.

Model exemplar
presentation created by the
teacher (individual questions
will be answered); students
use Presentation Rubric to
grade performance with
positive reinforcements and
feedback.
Small groups students will
review presentation rubric to
finalize brainstorming ideas
to implement final
presentation. Students
distribute the workload
evenly amongst group
members.
Library Day
In Literature Circle Group,
students will prepare their
novel presentation.

Drafting students will have

the entire class period to
prepare for their
presentations. Students
will have access to their
notes, rubric and their
novels for reference.
Library Day
In Literature Circle Group,
students will prepare their
novel presentation, using
outside resources as
needed.

Revising students will

have half of the class
period to review/finalize
their presentations.
Practice Students will pair
up with another group to
implement their
presentation. Groups must
provide verbal positive
reinforcements and
feedback.
HW: Groups 1, 2 & 3 will
present tomorrow.

Day 14

Groups will presen

essential character
plot details, themes
historical backgrou
and mental illness
pertains to their no

Final Presentations
groups 1, 2 and 3 wi
present their novel
analysis with the cla
illustrating thought,
creativity and
encouraging class
participation.

Students will provide

feedback forms for t
presentations, offerin
positive reinforceme
and feedback.

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Day 16
Students will attempt to
understand the medical
characteristics of
schizophrenia by
comparing/contrasting its
characteristics to popular
culture.
Schizophrenia Fact Sheet:
Read-Aloud (visual will be
displayed on the
SMARTboard)
Class discussion about
illness; clarify questions
about the handout.
Students will receive
information about novel A
Beautiful Mind by Sylvia
Nasar, including context, key
facts and author information
to determine authors
purpose.
Small groups students will
close-read an excerpt from
the novel, focusing primarily
on the way the author
portrays the mental illness.
Whole class small groups
will discuss their findings
with the class, establishing
an argument about whether
or not the author accurately
portrayed the character,
citing proper evidence from
both the excerpt and
informational text.
Students will view a clip from
the movie A Beautiful Mind
In-class Journal

Day 17

Day 18

Students will apply what

they know about mental
illness by conducting
research from multiple
sources of information to
address questions they
have about their
characters mental
illness.

Students will apply what

they know about mental
illness as it applies to
their chosen character by
conducting research on a
mental illness focus.

Model how to cite sources

to students (MLA);
reference online citing
resourcesPurdue OWL;
Think-Aloud while
Modeling how to navigate
through the website.
Model for students how to
use school database sites;
recommended database
Ebscohost; Model how to
search for articles.
Using class I-Pads,
students will apply what
they know about MLA
citations to find and record
at least 2 online resources
about the mental illness of
their character on two
separate notecards.
HW: Find at least 2
websites, 2 scholarly
journal articles, and 1 book
by the end of the class
period tomorrow.

Students will individually

complete graphic organizer
worksheet to help them set
up an outline for their
paper, including important
points to mention, possible
quotes. Students will be
able to identify the main
ideas of their paper and
establish how they will
develop over time,
providing supporting
details and commentary.
Library Work Day
Students will apply what
they know about MLA
citations to cite and record
notes from at least at least
2 websites, 2 scholarly
journal articles, and 1 book
for their mini-research
papers by the end of the
class period.
HW: If you did not get to
complete outline in class,
finish up for homework. For
those that finished, refine
and polish it. Be prepared
to begin your drafts
tomorrow.

Day 19

Students will creat

thesis statement b
composing one for
mini-research pape

Teacher will review

students the
components of a th
statement.
Model a thesis
statement that is
relevant to the
assignment.

Students will draft a

thesis statement for
mini-research paper
Small groups:
Students will share t
thesis statements.
Students will vote on
best one of the grou

Whole-Class sharin
various thesis
statements.

Class Laptops will b

used for students to
drafting their miniresearch papers.

HW: Continue worki

your draft. Be sure to
have a completed dr
tomorrow for peer ed

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Reflection:
Do you think Russell
Crowe portrayed a
realistic version of a
person with
schizophrenia? Why or
why not? Specifically
reference the clip and
our informational text.
Did you expect a person
with schizophrenia to
also be highly intelligent?
HW: Visit this site
www.pbs.org/wgbh/amex/na
sh/peopleevents/p_jnash.ht
ml to learn about Nobel
Prize winner John Nash.
Journal Reflection:
In 1994, John Nash, Jr. won
the Nobel Prize in
Economics. Do you think his
mental illness prevented him
from achieving even more?
Can you give other
examples of other famous
people (alive or dead) who
had a mental illness and
were also highly intelligent?

23
Day 21

Day 22

Day 23

Students will evaluate the

accuracy of movie clips
involving the treatment of
the mentally ill by
responding thoughtfully to
diverse perspectives.

Students will understand

potential causes of
mental illness by
describing factors
associated with PostTraumatic Stress
Disorder.

Students will analyze

Nathaniel Hawthornes
The Birthmark by citing
strong and thorough
textual evidence to
support analysis of what
the text says both
explicitly and implicitly
about stigmatization.

MINI-RESEARCH PAPER
DUE.
Reflection Journal:
Think back to our discussion
about the treatment of the
mentally ill in nineteenth
century asylums

Do you think that

treatments for mental
illness have changed?

How do you feel mental

illness should be treated
(incarceration,
counseling, drugs)?

How should society treat

the mentally ill? Are they
really ill?

Whole class will review

(edited) clips from the movie
One Flew Over the
Cuckoos Nest, illustrating
the treatment of the mentally
ill.
Reflection Journal 2:
What do you think of
McMurphys plan?
What do you think of
McMurphys reactions to Dr.
Spiveys questions?
How do you feel about the

Small groups: Students

will participate in a RallyRobin Brainstorming
activity and create a list of
what can cause mental
illness. Students will use
previous knowledge from
discussions in class, from
other classes, from
interactions with other
people, or from media.
4 students in a group3
students take turns sharing
out ideas, 1 records.
Whole class discussion:
student other than the
recorder will share out
groups ideas.
Post-traumatic Stress
Disorder Fact Sheet:
Read-Aloud in small
groups.
Research one traumatic
event that can cause
PTSD using I-Pads.
How can this be
considered traumatic?
What might trigger the
symptoms of PTSD to
emerge in this situation?
According to the fact
sheet, how could this case
of PTSD be treated?
How does the media
portray individuals

Whole-class close read of

The Birthmark
Whole-Class discussion:
What methods does the
husband attempt to remove
the birthmark from his
wifes face?
Why does the husband
work so hard to remove the
birthmark?
How do you think this
community feels about
people who are different
and events that are
unusual? What does this
story illustrate about
stigmatization?
If anyone in the story can
be considered deranged or
even vaguely mentally ill,
who would it be?

Day 24

Students will analy

the characters in
Tennessee William
The Glass Menage
by concluding whic
mental illnesses m
prevalent.

Teacher will provide

background informa
on Tennessee Willia
emphasizing his
experiences with his
sister encounters wi
schizophrenia.

The Class Menage

Small groups will a
the play and prepare
timed-write regardin
prompt.

Whole-class
discussion:
How can Laura be
considered mentally
How can Amanda be
considered mentally
How can Tom be
considered mentally

HW: Entry Ticket

If you identified any
above characters as
mentally ill, identify w
their mental illness m
be, including a discu
of their symptoms an
their effects on other
people.
If you did not identify
of the above charac
as mentally ill, descr
how the relationship
between the charact

24
hospital staffs treatment of
patients? Are you surprised?

suffering from this form of

PTSD?

How do you feel about the

other patients in the
hospital?

Share responses with

another small group and
decide which cause they
would like to share with the
whole class.

Based on what you have

learned in the unit so far, do
you think that the movie
portrays their mental
illnesses accurately?
Whole-Class Discussion
on both writing prompts for
the day.

Whole-class discussion
Students share out their
responses to all of the
above answers with
supportive citations.

emotionally strained
how this fosters
dysfunction.
Describe any similar
(especially those rel
to mental illness)
between these chara
and any other chara
we have encountere
the course of the
semester.

25
Day 26

Day 27

Day 28

Students will understand

the elements of narrative
writing by establishing the
setting and action for their
Diary Entries.

Students will create

complex sentences by
combining simple
sentences in preparation
for drafting their
research papers.

Students will evaluate a

peers writing by
measuring how well the
student incorporated the
mini-research paper
rubric.

I Do-We Do-You Do
Model for students how to
sentence combine with
examples on the board.

Students will be placed into

pairs for peer editing. Each
student analyze the
students writing by
annotating the text given,
making comments and
asking questions. Each
student will complete a
peer evaluation sheet that
includes all necessary
components of the paper
as outlined in the rubric.
Students will discuss this
information with their peers
and clarify any questions.

Teacher will provide an

overview of narrative writing
elements to students.
Showing Rather Than
Telling Exercise: Whole
group; Read-Aloud nonexemplar example of writing.
Pairs:
Students will re-write the
narrative, adding details.
Students will consider:
Dialogue What did the mom
or the sister say? The
teacher?
Interior monologue; what
does the narrator say to him
or herself? At what point in
the story do we know the
narrators gender?
At what point is the voice of
the narrator important and
when does it emerge and
become a significant force in
the story? This brief tale is a
first person narration.
Whole-Class:
Read-Aloud examples to
the class. Students will
provide feedback to each
pair about its effectiveness
of language and details.
Drafting
Begin drafting narratives in
class using classroom

Read-aloud a paragraph
and ask students to think
about how the sentences
can be combined; show
how author combines
sentences.
Together we will analyze a
paragraph. Read-Aloud the
paragraph, again asking
students to think about
how sentences can be
combined.
Students will Turn-andTalk with their partners
about possible sentence
combinations. Volunteers
will be asked to share
answers will be displayed
on the SMARTboard as
students share.
Students will be given a
worksheet of sentences to
practice combining
sentences individually.
Revise
Students will review their
writing so far. Students will
find instances where they
combine sentences.
Students will track these

Revise
Students will consider the
feedback provided by their
peers.
Teacher will individually
conference with students
who have concerns about
draft during this time.
HW: Work on completing
your Diary Entries for the
final draft due on Friday.

Day 29

Students will evalu

what they have lea
during our Mental
Illness unit by crea
higher-order thinki
questions in
preparation for a
Socratic Seminar.

Review Blooms
Taxonomy with stud
emphasize process
higher-order thinking
learning

Explain expectation
Socratic Seminar o
Mental Illnessthe
culminating activity f
unit.
Students will be
responsible for creat
higher-ordering think
questions.
Students will be exp
to use these questio
during the Socratic
Seminar tomorrow.

Individual:
Students will have in
class time to brainst
their questions. Stud
will have access to n
articles and any othe
resources they recei
throughout the unit t
create their question

Teacher will individ

conference with
students who have
minute concerns a
Diary Entries
during this time.

26
laptops.

changes with highlights.

HW: Continue developing

your draft. Please have a
complete draft by
Wednesday. We will be
engaging in strategies with
your writing to enhance it
before your final draft is due
on Friday.

HW: Continue developing

your draft. Please have a
complete draft by
tomorrow for peer editing.

HW: Come to class

higher-order thinking
questions about our
Mental Illness unit.
Remember final draf
the Diary Entries
Assignment due
tomorrow. Please re
the rubric one last tim
and attach it after yo
final paper.

27

Resources

Online Information
Depression Health Center
Bipolar Disorder in Adults
Obsessive Compulsive Disorder
Post-Traumatic Stress Disorder
Schizophrenia

Short Stories
The Yellow Wallpaper
Women of the Asylum: Voices from Behind the Walls
The Sphinx
A Brilliant Madness
The Birthmark

Journal Articles
Ex-congressman plans insanity defense in fraud case

Movie Clips
A Beautiful Mind
As Good as it Gets
One Who Flew Over the Cuckoos Nest

Student Resources
Purdue Online Writing Lab

28

Annotated Bibliography
Burke, J. (2013). The English teachers companion: A completely new guide to classroom,
curriculum, and the profession (4th ed.). Portsmouth, NH: Heinemann.
Burkes book offers sufficient advice for novice English teachers when it comes to
supporting student achievement. He offers explicit advice about how to craft assignments
and comments on how to scaffolding students through important assignments. Taking a
realistic approach in teaching others how to effectively teach English, Burke reflects on
his own teaching experiences and shares insights that he has personally implemented in
his classroom. He provides specific snapshots into his classroom that allows the reader to
have confidence in adapting the same model. Burke strives to teach teachers how to teach
a new generation of thinkers, providing teachers methods that are imperative for the 21st
century learning.
Steinberg, L. (2013). Adolescence (10th ed.). New York, NY: McGraw-Hill Education.
Steinberg offers a friendly writing style to present a copious amount of research on
adolescence. In this 10th edition, he focuses on the adolescent minds in a contemporary
society while providing a tool for teachers to teach the chapters in sequential order or to
teach the chapters alone. Students are better able to learn about themselves and others
while reading the information. It is current and reflects situations that occur in everyday
life, and it provides a clear depiction of what it means to be an adolescent in the 21st
century.
Tartakovsky, M. (2015). Medias damaging depictions of mental illness. Retrieved from
http://psychcentral.com/lib/medias-damaging-depictions-of-mental-illness/2/

29

Psych Central is the oldest and largest online mental health social network. Because of
this it is current and relevant to those who have suffered from mental illness and who
continue to suffer from mental illness. Not only do they have accounts of what certain
forms of mental illness are, they provide current news regarding what is going on in the
realm of mental illnesswhether that be new strides in research or posting journal
articles about the portrayal of mental illness in the media.
Warren, C., & Lancaster, E. (2004). Mental illness. Retrieved from
http://smago.coe.uga.edu/VirtualLibrary/Lancaster_Warren.pdf
These comprehensive units provide exemplar visions of unit plans. It is a resource for
those who want to adapt and expand on the knowledge that is already out there. These
students created unit plans based on Peter Smagorinksys method of unit planning. This
includes providing a clear rationale for the units with essential questions to guide the
sequence of the activities. He also calls for creating rubrics for all assessments so that
students have a clear and concise idea of what is being asked of them. The units are
thorough and provide a clear picture of the purpose for what they want students to learn
and goals to accomplish that teaching.

30

Appendix A
Summative Assessment
Mental Illness in Literature
English III
Journal Entries Assignment
Directions: You will create a 5 page diary from the perspective of the mentally ill character that
you have studied throughout your Literature Circles. It is not required that you choose one of the
main characters from the novel; it can be a minor character, but you must be able to assume that
characters perspective.
Standards: This assignment is aligned with the following English standards for college:
Write narratives to develop real or imagined experiences or events

using effective technique, wellchosen details, and wellstructured

event sequences.
o a. Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
o b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
o c. Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
o d. Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters.
o e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the
narrative. (1112.W.3)
Requirements: To satisfy the requirements for this paper, you must:
Create a 5 page diary entry from the perspective of a character from your novel
DOES NOT have to be typed if handwriting and illustrations add to your diary
entry;
However, do not write excessively big to take up space. Handwriting will have to
be equivalent to 5 typed pages.
Exhibit knowledge of the character and the type of mental illness that the character
demonstrates/has experiences with
Contain elements of mental illness that we have learned in class and that you have
researched
Emphasize the characters point of view by addressing the voice of the character (i.e. how
the character speaks/acts in the original text) through syntax and grammar usage.
Explain the transformation of the character (if any) of the character throughout the story
Turn in a 1 page explanation of why you chose that character and what you learned
about his/her mental illness or his/her association with mental illness

31
Character Choices: In addition to learning about mental illness through research and literature, the
purpose of this assignment is for you to write creatively, learn about voice, and develop an understanding
of perspective.
Character examples include:
Any main/minor characters that exhibit some form of mental illness
Family member of a character with mental illness
A friend of a character with mental illness
A healthcare provider of a character with mental illness
Process and Procedures: In the coming week we will used much of our time in class as writing
workshops for creative writing, writing instruction, feedback, then conferencing with me in class or another
scheduled time. You should come to class each day with your materials related to your paper, including all
notes you have taken thus far about your characters mental illness, books, and other resources. Your
final draft will be due by Friday, May 6th.

32

Appendix B
Rubric : Mental Illness Journal Entries
Name___________________________________________ Topic_________________________________________ Grade_____________
Component
Perspective

25 pts

20 pts

15 pts

10 pts

From the perspective of a

character (or other related
characters) that we have
studied in the unit

From the perspective of a

character (or other related
characters) that we have
studied in the unit

From the perspective of a

character (or other related
characters) that we have
studied in the unit

From the perspective of a

character (or other related
characters) that we have
studied in the unit

Emphasize the characters

point of view by addressing
the voice of the character
(i.e. how the character
speaks/acts in the original
text) through syntax and
grammar usage.

Emphasize the characters

point of view by addressing
the voice of the character
(i.e. how the character
speaks/acts in the original
text) through syntax and
grammar usage, but
sometimes switches voice

Attempts to address the

voice of the character
chosen. Students made
some effort to keep in mind
how the character speaks or
acts in the original text, but
often switches voices.

Little to no characteristics of
a person with a particular
mental illness; No attempt to
address the voice of the
character chosen.

Knowledge

Clearly exhibits knowledge of

the character and the type of
mental illness that the
character demonstrates/has
experiences with.

Somewhat exhibits
knowledge of the character
and the type of mental
illness that the character
demonstrates/has
experiences with.

Vaguely demonstrate that

the student understands the
characteristics of the mental
illness of a character.

Inaccurately describes the

characteristics of the mental
illness of a character.

Characterizatio
n

The diary should explain the

transformation, if any, of the
character throughout the
course of the story.
Include a one page
explanation of why they
picked the character and
what they learned about the
mental illness.
APA Format

The diary should explain the

transformation, if any, of the
character throughout the
course of the story.
Includes a 3/4 page
explanation of why they
picked the character and
what they learned about the
mental illness.
APA Format

Does not attempt to address

any changes in the character

Does not attempt to address

any changes in the
character

Includes half a page

explanation of why the
student picked the character
and why he/she learned
about the mental illness.
APA Format

Includes a paragraph
explanation of why the
student picked the character
and why he/she learned
about the mental illness
Not APA Format

Explanation

Format

12 point font
Times New Roman
1 Margins
Title Page

Reference List
Proper APA Citations

12 point font
Times New Roman
1 Margins
Title Page

Reference List
Proper APA Citations

12 point font
Times New Roman
1 Margins
Title Page

Reference List
Proper APA Citations

12 point font
Times New Roman
1 Margins
No title page
No reference list