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1. Brief description of the unit including a description of how you will be incorporating big
ideas and concepts and the information from the knowledge menu into your unit.
This unit is called Tales of Murder and Mystery: An Author Study of Edgar Allan Poe and is
designed for an 11th grade American literature course with predominantly gifted or honors
students. Students will investigate the purposes of writing and studying literature, as well as
discover this fields relationship to other humanities disciplines as displayed in the knowledge
tree of the units knowledge menu. Students will investigate key concepts, principles, facts, and
skills within the discipline of literature alongside their study of Poes short stories within the
horror and detective fiction genres. Throughout the unit, students will build upon their
knowledge and skills to understand literature from the perspective of an expert within the field,
ultimately conducting their own research and articulating their own criticism about a literary
work through writing.
Students will investigate overarching big ideas or concepts throughout the unit by studying the
conventions of the genres of horror and detective fiction, simultaneously discovering knowledge
about classifications and categories of literature. Additionally, they will analyze how the genres
of horror and detective fiction have adapted over time, thus incorporating their knowledge of
trends and sequences as displayed on the units knowledge menu. The students will conduct
group as well as independent research to investigate how the culture of a historical era can
impact its literature, thus building upon their knowledge of principles, generalizations, and the
major concepts of culture and time. Students will read, research, and evaluate preexisting sources
of literary criticism and will subsequently produce their own criticism on one of Poes works. In
order to do so, they will learn to access and navigate multiple tools available to them in the form
of online databases as well as learn to analyze literature using close reading skills and their
knowledge of literary techniques and genres.

Overarching concepts that will be incorporated in the unit are as follows:

Genre
Culture
Time
Criticism

These concepts will help to inform students of the following list of principles:

Literature is divided into genres, a system designed to classify types of art.

The culture and time period that an author lives in influence the content of his or her
works.
Authors use literary techniques to achieve a desired effect or express an underlying
meaning of a work.
Literary criticism allows authors and scholars in the field to have a conversation about

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literature.

Using these concepts and principles, students will investigate the following guiding questions:
1) What is literature?
2) Who decides what literature is?
3) What is the purpose or mission of studying literature?
4) What are the tools available for accomplishing these purposes of studying literature?
5) How does literature relate to other humanities fields, including history, sociology,
religious studies, philosophy, and linguistics?
6) How does the culture we live in impact the literature produced during our time period?
7) How does American literature in particular respond to and inspire the literature produced
in other areas of the world?
8) How does our concept of what qualifies as literature change over time?
9) What are the subsets or genres of literature?
10) What does literature contribute to our understanding of the human experience?

In taking on the roles of literary critics and researchers, students will ultimately form their own
understandings about a short work of Edgar Allan Poes. Using a gradual release of responsibility
model, students will be provided with steadily increasing challenges to finally produce their own
works of criticism to be shared with an authentic audience of their peers and professionals in the
discipline of literature. Throughout the unit, students will periodically reflect upon their reading,
research, and writing processes in order to create their own principles and understandings about
the role and importance of the study of literature.
2. A rationale for the unit you are going to produce based on principles of quality
curriculum and the learning needs and characteristics of gifted students.
Callahan and Hertberg-Davis cite one of the purposes of providing specialized education for the
gifted as the need to provide young people with maximum opportunities for self-fulfillment
through the development and expression of one or a combination of performance area(s) where
superior potential may be present (2013, p. 39). For students who are gifted in the language arts,
this course will allow them to develop their talents within the study of literature, including the

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close reading and analysis of literary texts and the evaluation of scholarly sources. Students will
then express these honed skills through the creation of their own pieces of literary criticism, as
well as their occupation of the roles of practitioners in the study of literature. Students who are
gifted in the language arts and are identified as talented readers typically read at least two grade
levels above chronological grade placement and demonstrate advanced understanding of
language (Reis & Sullivan, 2009, p. 12). This unit will provide students with texts written by
Edgar Allan Poe, whose stories are often written at upper high school to college levels and are
filled with advanced vocabulary and sentence structures. These challenging literary works will
help gifted students to discover new vocabulary and read on their appropriate instructional
levels.
According to Renzullis Three-Ring Conception of Giftedness, gifted learners possess the traits
of above average ability, creativity, and task commitment (Callahan & Hertberg-Davis,
2013, p. 42). This unit will be sufficiently challenging for those students who have above
average ability in the content area of language arts, as they will embark upon a series of research
and writing tasks that are similar to those assignments that English majors and professors
typically undergo. Additionally, students will have the opportunity to exhibit their levels of
creativity in interpreting texts as well as in the range of modes of representation available to
them for several assignments, including an independent investigation of a current figure in the
detective fiction genre. These students will need a high level of task commitment as well in order
to compile, organize, interpret, and report on their research on a Poe story of their choice in
writing. In doing so, students will have focused their attention upon a largely open ended
summative research paper that will have an authentic audience of their peers as well as university
students and professionals in American literature.
Hocketts principles of high-quality curriculum for the gifted include that of using a conceptual
approach that renders content discipline based and integrative (2009, p. 9). The concepts of
time and culture in my unit will allow students to investigate the impact of literature as it is
influenced by history and cultural studies, thus meeting Hocketts requirement that curriculum
provide students with opportunities to transfer knowledge within and across disciplines (p. 10).
Additionally, Hockett states that gifted learners should use processes and materials that
approximate those of an expert, disciplinarian, and practicing professional while simultaneously
developing metacognitive abilities and self-understanding (p. 11). Students will learn to close
read, analyze, and research literary texts as well as produce their own interpretation of a work as
professors and critics of literature do. As they embark on this process, students will periodically
complete reflective activities such as journal entries and an analysis of their own research and
writing processes that will allow them to develop understanding about their own roles as
researchers and writers.
Furthermore, high quality curriculum takes into account the need to tap into student curiosity
and motivation (Tomlinson, Kaplan, Renzulli, Purcell, Leppien, Burns, Strickland, & Imbeau,
2009, p. 31). This unit incorporates multiple opportunities for choice, including in the Poe text
that a student wishes to study independently as well as how to structure his or her research paper
on this text. Additionally, students will investigate their own abilities as writers, critics, speakers,
and researchers in activities incorporating the curriculum of identity, motivating students to
examine how the units content holds relevancy to their own lives and experiences. Well-planned

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curriculum also provides opportunities for students to learn both at the group and individual
level (Tomlinson et al., 2009, p. 31). Throughout this unit, students have the opportunity to be
flexibly grouped based upon both interests and readiness levels, as well as will be challenged to
conduct independent research with varying amounts of scaffolds. Consequently, this unit will
provide a sequenced continuum of learning experiences in which students will become steadily
more independent in their application of key skills within the discipline of literature (Tomlinson
et al., 2009, p. 32).
References
Callahan, C.M., & Hertberg-Davis, H. L. (2013). Fundamentals of gifted education:
considering multiple perspectives. New York, NY: Routledge.

Hockett, J.A. (2009). Curriculum for highly able learners that conforms to general
education and gifted education quality indicators. Journal for the Education of the
Gifted, 32.3, 394-440.

Tomlinson, C.A., Kaplan, S.N., Renzulli, J.S., Purcell, J.H., Leppien, J.H., Burns, D.E.,
Strickland, C.A., & Imbeau, M.B. (2009). The parallel curriculum: a design to
develop learner potential and challenge advanced learners. Thousand Oaks, CA:
Corwin Press.

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An outline of the curricular framework, including your draft lessons using the templates
from the Parallel lessons

SOLs:

Reading 11.4 The student will read, comprehend, and analyze relationships among American
literature, history, and culture.
a) Describe contributions of different cultures to the development of American
literature.
b) Compare and contrast the development of American literature in its historical
context.
c) Discuss American literature as it reflects traditional and contemporary themes,
motifs, universal characters, and genres.
d) Analyze the social or cultural function of American literature.
e) Analyze how context and language structures convey an authors intent and
viewpoint.
g) Explain how imagery and figures of speech appeal to the readers senses and
experience.
h) Explain how an authors specific word choices, syntax, tone, and voice support
the authors purpose.
j) Analyze the use of literary elements and dramatic conventions including verbal,
situational and dramatic irony used in American literature.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and
critical thinking questions before, during, and after reading texts.
Research 11.8 a) Use technology as a tool to research, organize, evaluate, and communicate
information.

Objectives:

Students will understand where literature exists within the larger field of the humanities.
Students will understand how literature, culture, and history impact one another.
Students will be able to describe how culture and historical events influence the content
of a literary work.
Students will be able to evaluate and interpret literary works using close reading skills.

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Students will be able to navigate multiple resources in order to locate supporting data for
their interpretations about a work of literature.
Students will be able to evaluate multiple resources when conducting research about
literature and historical time periods.
Students will be able to analyze a literary work using theories of literary criticism,
including New Criticism, New Historicism, Feminist Criticism, Deconstructionism, and
Reader-Response Criticism.
Students will be able to cite evidence from text to support their arguments about a work
of literature.
Students will be able to articulate their interpretations and analysis of a literary work
through both writing and discussion.
Students will be able to critique contemporary works within the genre of detective
fiction.
Students will be able to relate their own personal attributes to those of authors, critics,
and contributors to the field of literature.

Lesson 1: Introduction to Unit: The Study of Literature and the Horror Genre
Core Curriculum (using AID)
Description: In this lesson sequence, students will be introduced to the field of literature by first
considering and discussing the purposes for studying literature, as well as this disciplines
position within the larger context of the humanities. Students will view the knowledge tree from
this units knowledge menu in order to provide them with background information on literatures
relationship to other humanities disciplines. I will introduce the students to major concepts,
principles, and skills that they will encounter throughout this unit, and their prior knowledge and
comfort levels with these topics will be measured via a pre-assessment. Students will be
introduced to literary concepts such as theme, motif, and genre and will begin to study the horror
genre with Edgar Allan Poes The Tell-Tale Heart, a text they are likely to have already studied
as it is frequently discussed in 8th grade classrooms. However, they will begin to here study this
storys themes and motifs related to the horror genre. In groups, students will use strategies as
they read to pay close attention to The Tell-Tale Hearts horror elements and will then discuss
their findings. These groups will be differentiated based upon ascending intellectual demand and
students readiness levels as measured by pre-assessments.

Assessments:
Pre-assessment:

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Students will complete a journal entry answering the questions: What is literature? Why
study literature? We will then discuss these questions in a full class format while
introducing purposes of studying the discipline. I will subsequently review students
journal entries to inform planning for future classes.
Students will complete a survey rating their comfort levels and prior experiences with
major skills of the discipline, including close reading, research, and literary criticism.
They will rate their responses on a number scale, with 1 being a skill or activity theyve
never experienced before, and 5 being a skill or activity theyre very comfortable and
confident doing.

Formative Assessment:

Students will discuss motifs and elements of the horror genre within Edgar Allan Poes
The Tell-Tale Heart in small groups. I will provide students with feedback based on my
observations of these discussions. This feedback will be provided to individual students
via index cards and one-on-one conferences if students have questions or concerns about
my written feedback.
Students will complete different reading response activities with varying levels of
scaffolds as they read The Tell-Tale Heart based upon their readiness levels and AID
groupings.
Students will complete an exit slip listing major concepts, principles, and skills they feel
more confident in, as well as those they need more clarifications or experience with
throughout the unit.

Summative Assessment:

Students will complete a post-assessment identifying major concepts (themes, motifs, and
genre) and reflecting on their introduction to the study of literature. These assessments
will be differentiated based on readiness level and AID groupings.

Novice
Knowledge of Concepts Define the following terms: theme, motif, and genre
Reflection What are some of the purposes for studying literature? What are some of the skills
involved in studying literature? Which of these skills did you use while reading The Tell-Tale
Heart?
Apprentice
Knowledge of Concepts Define and give examples of the following terms: theme, motif, and
genre
Reflection Which of the skills involved in studying literature did you use while reading The

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Tell-Tale Heart? How did using these skills contribute to your understanding of the short story?
Give examples.
Practitioner
Knowledge of Concepts Identify one theme and one motif within the following passage from
The Tell-Tale Heart. What do these literary devices contribute to your understanding of the
short story? What genre of literature does this story belong to? Use examples from the passage to
support your answer.
Reflection Give an example of a skill you used while reading The Tell-Tale Heart that a
professional in the field would use. What steps did you take in carrying out this process? Give
specific examples.

Expert
Knowledge of Concepts Annotate the following passage from The Tell-Tale Heart. Make a
list of potential motifs and themes that arise in the text. Choose one of these themes and write
about how it pervades the remainder of the short story. How does this theme inform your
interpretation of the story?
Imagine that a publishing company asked you to rewrite The Tell-Tale Heart in the form of a
detective fiction story instead of a horror story. What elements of the story would you change to
better fit the detective fiction genre?
Reflection What was the most important skill that you used while reading The Tell-Tale
Heart? Why did this skill contribute the most to your understanding of the story? What will you
do differently the next time you are reading, studying, or researching a short story in this class,
and why?

Products:
Students will produce varying types of graphic organizers or notes while participating in
discussions in their AID based groups.

Students will participate in a post-assessment of their knowledge of key concepts and will
write a reflection piece on their reading experience.

Rubric
Beginning

Developing

Competent

Proficient

Expert

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Level of
Understanding

The
learner
can
identify
and define
key
concepts.
The
learner is
able to
recall key
skills that
he/she
used to
study a
work of
literature.

Akers-Pecht 9
The learner
can
identify,
define, and
give
examples
of key
concepts.
The learner
is able to
explain
how the
use of key
skills
helped
him/her to
study and
interpret a
work of
literature.

The learner
can identify
and define
key
concepts.
The learner
is able to
apply his or
her
knowledge
to locate
examples of
key
concepts
within a
literary text.
The learner
can reflect
upon his/her
process of
studying
literature by
comparing
and
contrasting
it to that of a
professional
in the field.

The learner
can explain
and analyze
how key
concepts
influence
his/her
interpretation
of a literary
text using
textual
evidence. The
learner is able
to reflect upon
his/her
process of
studying
literature by
prioritizing
the steps
he/she took
and evaluating
how he/she
may alter
these steps in
the future.

The learner
can
convincingly
and
effectively
argue how key
concepts
influence
his/her
interpretation
and analysis
of a literary
text using
textual
evidence. The
learner is able
to create
his/her own
ideas for a
literary text
that
incorporates
key concepts
of literature.
The learner is
able to reflect
upon his/her
process of
studying
literature by
creating a plan
to improve
upon this
process in the
future.

Lesson 2: Analyzing Texts Using Literary Criticism

Curriculum of Practice
Description: In this lesson, students will be introduced to five types of literary criticism,

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including New Criticism, New Historicism, Feminist Criticism, Deconstructionism, and ReaderResponse Criticism. Students will first have their prior knowledge of each type of criticism preassessed and will then receive background information on each via a short lecture with examples.
Students will rate their top three choices of a type of literary criticism they would like to further
study and then apply to an interpretation of Poes The Fall of the House of Usher. Students will
be grouped accordingly based on their interests to conduct research on their type of criticism as
well as preexisting interpretations of House of Usher using this type of theory. After becoming
experts in their perspective of literary criticism, students will be grouped flexibly in jigsaw
groups to explain their theory and defend their according interpretations of House of Usher to
their peers, all of whom studied different types of literary criticism. Thus, students will take on
the roles of professional critics in arguing their interpretations of a text among peers with
differing points of view.
Assessment:
Pre-assessment:

Students will complete a journal entry discussing their individual comfort levels with the
different types of literary criticism. They will name the types of criticism that they feel
most comfortable with, as well as those that they dont fully understand yet. I will use
these responses to inform my instruction as to how much I need to focus on each type of
literary criticism depending upon students prior knowledge and familiarity with it.

Formative Assessment:

Students will participate in discussions, both in whole class and small group settings,
about the types of literary criticism. I will monitor these discussions and mark any of the
five types that students need further clarifications in. Additionally, I will make note of
any discussion rules or norms we need to review as a class.
In jigsaw groups, students will be given written feedback on their ability to explain their
assigned type of literary criticism as well as defend their interpretations of The Fall of
the House of Usher based on this literary theory. I will provide suggestions for future
research and discussion experiences.

Summative Assessment:

Students will write up a brief abstract in their expert groups discussing their most
important findings about The Fall of the House of Usher. This product will allow me to
assess students ability to articulate their interpretations and research findings in the
writing relevant to experts in the field. Additionally, students will discuss their abstracts

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Akers-Pecht 11

with professionals in the field, including English majors and professors as in-class guest
speakers or via Skype. This conversation will provide students with an authentic audience
and feedback that they can take into account as they work on the units cumulative
research paper and presentation.

Products:

Research notes: Students will cite their sources and record notes from each source within
a research packet. This packet will have space for the name of the source, extensive
notes, and their reactions to these claims (for example, whether they agree or disagree
and why).
Abstract: Students will write a brief abstract delineating their major claims they came to
during the research process based on their assigned literary theory. This more formal
product will supplement students discussion and debate of their interpretation with their
peers later in their jigsaw groups. Students will receive feedback from an authentic and
knowledgeable audience on the subject of literary criticism.

Rubric

Level of
Understanding

Beginning

Developing

Competent

Proficient

Expert

The
learner
can
identify
and
explain
types of
literary
criticism.
The
learner
can
navigate a
number of
literary
resources,
including
those
online.

The learner can

provide
examples of
interpretations
of a literary
work using a
type of
criticism. The
learner can
locate
resources to
support these
interpretations.

The learner
can
incorporate
close reading
and analysis
skills in their
interpretation
of a literary
work. The
learner can
evaluate
whether a
resource is
scholarly or
reliable.

The learner
creates new
insights into
a work of
literature
using a
combination
of close
reading,
analysis,
and literary
criticism.
The learner
incorporates
findings
from
scholarly
resources
into his/her
arguments
or
conclusions
about a

The learner is
able to defend
his/her
arguments and
conclusions
about a work
of literature in
writing and
orally through
discussion
forums. In
doing so, the
learner uses
close reading,
analysis, and
literary
criticism to
support his/her
findings. The
learner
evaluates
sources for
those that will

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Akers-Pecht 12
work of
literature.

support his/her
interpretations,
and
convincingly
argues against
those that do
not.

Lesson 3: Our Roles in Literature and Detective Fiction

Curriculum of Identity
Description: In this lesson, students will be introduced to Poes detective character C. Auguste
Dupin in The Murders in the Rue Morgue. Students will first record their own learning profiles
in a survey, including interests and hobbies. They will then reveal their prior knowledge of the
detective fiction genre by completing a graphic organizer of detectives they are familiar with in
modern day literature, television, and film, as well as compare these figures to Poes Dupin. I
will present students with background information on Poe himself, including his personal life
details, and with a review of the detective fiction genre. Students will then complete independent
investigations of a figure of their choice within this literary genre, including authors, critics, or
characters. Through a series of reflective activities, including journal entries, students will
compare themselves to this literary figure they have researched and will present these findings to
the class via a representation mode of their choice (i.e., artistic, multimedia, etc.).

Assessment:
Pre-assessment:

Students will begin to reflect upon their own personal learning and work profiles by
completing and discussing a survey of their interests and attributes.
Students will complete a graphic organizer of contemporary authors, literary works,
movies, and television shows related to the detective fiction genre. In doing so, they will
compare and contrast these contemporary figures and works to Poes Dupin.

Formative Assessment:

Students will complete a series of journal entries in order to understand the personal and

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Akers-Pecht 13

daily lives of contributors to the field of literature, as well as to compare themselves to

these professionals.
Students will participate in a series of self-assessments throughout their independent
investigations to set and modify goals, organize their thoughts and ideas, and relate to the
figures they have chosen to study. I will leave post-it notes containing feedback on
students research notes and action plans to guide their investigations of literary figures,
as well as use this information to determine how much scaffolding students will need
throughout their individual projects.

Summative Assessment:

Students will participate in an independent investigation of a professional of their choice

within the genre of detective fiction. Students will compare and contrast this figure to Poe
or to his detective character Dupin, while analyzing how the detective fiction genre has
been adapted over time. Students will compile their research, creative products, and
individual reflections to a longitudinal portfolio.

Products:

Students will produce a presentation on their independent investigations discussing an

author, editor, critic, character, or other figure who has contributed to the expansion of the
detective fiction genre. They can choose these figures, as well as the format in which they
represent their information (written, multimedia, artistic, etc.). Students will examine
these figures personal and professional lives and compare these to their own personal
attributes, determining whether they can see themselves in this same role as
author/critic/detective.
Students will produce a final reflection sheet alongside their presentations comparing
their initial personal relationship with writing or the detective fiction genre to their final
opinions of it. (For example, they will discuss whether they can now see themselves as
writing someday having researched an inspiring author who they personally related to.)
Students will compile their periodic self-assessments and reflective journal entries into a
longitudinal portfolio so that I can assess their initial readiness levels alongside their final
progress.

Rubric

Level of
Understanding

Beginning

Developing

Competent

Proficient

Expert

The learner
can identify
key personal
characteristics
about his/her
learning and

The learner
can provide
explanations
of his/her
learning and
work

The learner
can relate
his/her
learning and
work
profiles to

The learner
creates new
insights into
a figure in
the genre of
detective

The learner
effectively
and
convincingly
critiques a
figure in the

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Akers-Pecht 14

work profiles.
The learner
can list
several steps
to take in
his/her
investigative
process.

profiles,
such as why
he/she is
interested in
particular
disciplines
and skills.
The learner
can plan
which order
he/she will
complete
steps in the
investigative
process.

an author,
editor, critic,
character, or
other figure
in the
detective
fiction
genre. The
learner can
prioritize
which steps
in the
investigative
process will
be the most
important to
his/her
research.

fiction via
personal
connections
and
investigative
research
procedures.
The learner
modifies the
order of
steps he/she
needs to
take
throughout
the research
process.

detective
fiction genre
via both
personal
connections
and
investigative
research
procedures.
The learner
is able to
modify and
prioritize the
order of
steps in the
investigative
process to
make an
effective use
of time and
resources.

Lesson 4: Connecting Literature to History

Curriculum of Connections
Description: Now that the students have explored Edgar Allan Poes life, as well as how the
detective fiction genre has changed over time, students will investigate the impact that historical
events and culture have on literature while reading The Mystery of Marie Roget. Additionally,
students will conduct research on newspapers of the time and a real-life event that inspired
Marie Roget, thus incorporating the discipline of journalism alongside that of literature.
Students will first participate in a fish bowl style debate to discuss the impact of societal events
and cultural values on literature produced during a time period. Then, students will work in pairs
to conduct research on the historical background of Marie Roget and will subsequently share
this research with peers and debrief in a full class format. In doing so, students will work to
develop their own principles and theories about how culture, history, and journalism influence
literary works.

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Akers-Pecht 15

Assessment:
Pre-assessment:

Before reading the short story, students will respond using journal entries to a quotation
from The Mystery of Marie Roget: We should bear in mind that, in general, it is the
object of our newspapers rather to create a sensation - to make a point - than to further
the cause of truth." Do you agree or disagree with this statement and why?

Formative Assessment:

Students will participate in a fishbowl style debate to discuss their points of view on
Poes quotation used in the pre-assessment. I will use this activity to observe students
ability to connect the disciplines of literature, history, culture, and journalism as well as
their speaking and debating skills, including using specific examples to support
interpretations of an issue.

Following their research sessions on Marie Roget, students will participate in a

discussion using deductive and inductive logic about Poes purposes for including a
historical event in his story. I will compare students initial discussion skills within the
fishbowl debate to this later discussion to monitor students progress.

Summative Assessment:

Students will conduct and record research on the historical background of Marie Roget
using a database of historical newspapers. This assessment will be completed in the form
of a double-entry journal where students record first a piece of their research, and then a
response to this finding.

Products:

Rubric:

Students will write a journal entry in the form of a pre-assessment that will allow me to
measure their ability to reason, provide evidence, and make connections between fields
of study.
Students will participate in a forum as well as a fishbowl style debate in which they
articulate their understanding of how historical events influence the literature of a time
period.
Students will reflect on their research on the historical background of Marie Roget in
the form of a double-entry journal where they record evidence and personal reactions /
interdisciplinary connections.

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Level of
Understanding

Akers-Pecht 16

Beginning

Developing

Competent

Proficient

Expert

The
learner
can
identify
and
explain
the
following
principle:
The
culture
and time
period
that an
author
lives in
influence
the
content of
his or her
works.

The learner
can provide
new
examples
of this
principle
across time
periods and
literary
works.

The learner
can use
knowledge
about this
principle to
develop a new
theme or
generalization
that spans the
disciplines of
literature and
history and/or
newspaper
culture.

The learner
searches for
interdisciplinary
themes or
generalizations
in unfamiliar or
newfound
information,
resources, and
databases in
order to identify
relevant or
similar
situations.

The learner
searches for
interdisciplinary
themes or
generalizations
in unfamiliar
information,
resources, and
databases in
order to identify
relevant or
similar
situations and
then develop
creative
solutions to
real-world
problems and/or
personal areas
of interest.

Ongoing Library and Internet Research for Students Final Summative

Assessments/Research Papers and Presentations
Description: Throughout the unit, students will use the library to conduct online research. In the
beginning of the unit, within the first lesson sequence, students will have the opportunity to
practice navigating different online databases to find scholarly sources written on works of
literature. I will model via an overhead projector how to navigate several sources. As the unit
progresses, students will choose an Edgar Allan Poe story to write about for their final research
papers, and following the second lesson sequence, they will consider what types of literary
criticism they would like to use in their interpretations of these texts. Students will return to the
library to find sources to bolster their theses. Toward the last half of the unit during the third and
fourth lesson sequences, students will be able to use the library to locate final sources and to
revise their final papers after receiving teacher and peer feedback.

Assessment:

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Akers-Pecht 17

Pre-assessment:

Students will rate their familiarity with and previous knowledge of multiple online
databases from a scale of 1 to 5, with 1 representing that they are completely unfamiliar
with or had never heard of a source, and 5 showing that they feel very comfortable using
this source independently.
Additionally, students will complete a true/false pre-assessment survey measuring their
prior knowledge of ethics in conducting research and writing papers, including the
plagiarism of sources and citing sources correctly using MLA format.

Formative assessment:

Students will use a binder to store notes, names of databases, printouts, and other sources
that they come across during their research in the library. I will leave written feedback on
post-it notes in students binders to draw their attention to particular sources or ideas that
they could expand upon in their final papers. Students will bring these binders to me for
periodic conferences so that we can discuss action plans in completing their papers, as
well as check in on students progress at multiple stages in the unit.

Summative assessment:

Students will add their research binders to their final longitudinal portfolios, which will
be assessed as to their completion and levels of reflection. These grades will be taken into
account when assessing students final cumulative summative assessments of their
research papers and presentations.

Products:

Students will submit their notes, sources, research action plans, personal reactions and
reflections within their research binders to their final longitudinal portfolios. These notes
can be referred to as students present their research findings orally and will help students
to focus their major points of discussion for their research papers.

Culminating Lesson: Presentation of Final Papers

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Akers-Pecht 18
Curriculum of Practice, Curriculum of Identity

Description: Before the final class of the unit, students will post copies of their final research
papers and links to any online sources or presentation materials to a class website. This URL will
be shared with the units past guest speakers, including English majors, professors, writers, and
critics in the area, as well as those from universities or publication companies outside of our
geographic area. These professionals will leave comments on students work or deliver it in
person during this final presentation day. Students will deliver a short synopsis of their final
papers and their research processes and can include artistic, written, multimedia, or other
creative props to help them show us their major arguments. Students will then describe their own
abilities as researchers and writers and will reflect on whether they would like to become
professionals in the field of literature for themselves.

Assessment:
Summative Assessment:

Students will produce a visual presentation and spoken explanation of their research
processes, major findings and interpretations of a Poe short story, and reflection on their
own roles as writers and researchers.
Students final summative assessments for the unit will be considered alongside their
longitudinal portfolios, compilations of their reflections and research processes
throughout the unit. I will use this information to take into account students overall
progress and growth across these lesson plans.

Products:

Students will post their final research papers online to our classroom site as well as
deliver a printed copy to me following their oral presentations.
Students will also post any accompanying visuals, sources, etc. to this classroom site for
use during their oral presentations so that I can easily access them on presentation day.
Students will deliver their longitudinal portfolios to the class bin after using them to
assist them with their oral presentations.
Students will participate in a final reflection discussion so that students can voice what
they learned during this unit, as well as changes they would make for future classes of
students.

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Akers-Pecht 19

Rubric:

Level of
Understanding

Beginning

Developing

Competent

Proficient

Expert

The learner
can identify
and explain
his or her
thesis
statement.

The learner
can identify
and explain
his or her
thesis
statement
using
examples
from his or
her final
paper.

The learner
can clearly
explain his or
her thesis
statement
using
examples
from the Poe
text and
multiple
sources.

The learner
includes
sources in
his or her
portfolio
reflections.

The learner
includes
reactions to
multiple
sources and
an action plan
for the
research
process in his
or her
portfolio.

The learner can

defend his or
her thesis
statement to
peers and/or
guest speakers
using
quotations from
the Poe text and
multiple
scholarly
sources.

The learner can

articulately and
eloquently
defend his or
her thesis
statement to
peers and guest
speakers using
quotations from
the Poe text and
multiple
scholarly
sources.

The learner
has
reflected
upon his or
her
research
process
within the
longitudina
l portfolio.

The learner
includes indepth and
thoughtful
reactions to
multiple
sources and a
detailed action
plan for the
research
process in his
or her portfolio.

The learner
includes
detailed
reactions to
multiple
sources that
argue against
opposing
claims, as well
as a detailed
research action
plan that has
been revised
over time in his
or her portfolio.

On my honor as a student, I have neither given nor received aid on this

assignment.
- Dorothy G. Akers-Pecht