Unit Plan Assignment 2

Kaylen English
Unit Plan: Literary Analysis

In the ninth grade I learned about writing papers, using textual evidence to support
claims, grammar, sentence structure, rhetorical devices, and so on. All of these things were built
upon as I progressed through high school, but the foundation of what I learned as a freshman is
what I always remembered and went back to when I would feel tripped up or confused about a
concept. One thing that was not taught in my ninth grade class was close reading and how to
think deeper about the text that I read. My rationale for choosing a unit based on literary analysis
is that I want my students to have the foundation they need to matriculate through high school,
and use these same skills on the college level, and beyond. Thinking critically is not only
beneficial for education. I want to create learners who think critically in all aspects of life, create
social change, and become activists for what they believe in. The concept of close reading,
determining theme, character development, and analyzing text, are all concepts that could aid
students in reading the world they live in.
I want to teach these concepts using different forms of text and media. The bigger text I
want my students to work with is Of Mice and Men. This text is approved by most school
districts, but instead of reading the text to understand what is happening in the story like I did in
my ninth grade classroom, I want them to think deeper about what is happening in the story. I
want them to think and write about how it applies to their lives, find things they agree with, find
things they disagree with, and be able to explain why. Being that I am going to be teaching this
in an urban setting, there are many things that can be discussed in the larger text that relate to
some of the things students face everyday. I will adopt the culturally relevant pedagogy of
Morrell and Ladson-Billings, and teach this unit in a way that appeals to the learners in my
classroom. I will allow them to explore, discuss, and learn from one another throughout our unit.
Critical literacy also plays a part in my teaching, being that I have to remember that my students
come with all types of understandings and knowledge that I do not have or know of. Allowing
them to use those things in my class will be important in making sure they end this unit having
learned and grown in education and as an individual. My unit takes some scaffolding, which I
believe as Smagorinsky said, is very important in making sure the needs of every student is
met. No matter the level, I have to make sure the unit is broken down in a way where the
learning will come natural and the students will not feel overwhelmed or intimidated by what they
are learning.
Being that this unit occurs closer to the end of the year, I will be able to see how my
students have grown form their first day in my classroom. I will be able to see their development
of ideas and understanding, and I would be able to end the year knowing I have given them
skills that they can use for the remainder of their lives, not just in their educational journey. I am
prepared to make adjustments along the way, as far as dealing with students who may not grasp
concepts, and just the different things that happen in life that cause for rearranging what I teach.
I believe that as long as I always give my students a voice in my classroom, and allow them to
Kaylen English
openly express themselves and learn from me and their peers, this and other units in my
classroom will be successfully taught and understood.
Inventory: I will have a day dedicated to pulling on students prior knowledge. I will have
students list on the board what they already know about thesis statements, theme, character
development, close reading, technology, and the meaning of pop culture to see how far I need to
scaffold into these different concepts. They will then discuss in small groups what they wish they
knew about these different concepts, and turn in their paper for me to review.
Instructor: Kaylen English
Dates: 4 Week Unit
Unit: Literary Analysis
Knowledge: Theme, Thesis Statements, Character Development, Close Reading
Understandings:
1. I can determine the theme in any form of text and show my understanding by being able to
apply that theme to other forms of multimedia.
2. I can write a clear and concise thesis statement that conveys my stance and understanding of
what I will be writing about.
3. I can use textual evidence to track the development of a character over the stand of a novel
and critically think about how the development of that character applies to the deeper
meaning of the text.
4. I can take a short excerpt from a text and explain my thought process in thinking deeper
about what that excerpt means for text and why it matters.
DO:
Week 1
1 Students will learn to determine theme through understanding the messages conveyed in
advertisements, analyzing familiar childhood stories (Jack and Jill, Goldilocks and Three
Bears), and reading through short stories, using textual evidence to help determine theme.
5. Students will work on writing strong thesis statements. Doing an activity that gives words
used in thesis statement writing, how to state their position, and how to word how their
position will be laid out in their paper. Students will participate in dialogic activities to help
gage their stance on certain topics, and explain why they have that opinion.
Week 2
6. Students will analyze different character sin the novel Of Mice and Men. They will
participate activities such as body biographies, reading short narratives, and characterizing
themselves and how they think they function in the world. Students will be asked to think
deeper about characters and what how their development relates to the progression of the
novel.
Week 3
7. Students will practice close reading text. Each stud met will pick about five lines from the
text that relate to specific character and workshop with their class to help determine the
deeper meaning of their excerpt. Students will write a two page close reading paper that
explains the characters development up until the point of their excerpt in the novel, and how
Kaylen English
those few lines hold a deeper meaning to the development of that character and its relation
to the bigger meaning in the text according to their interpretation.
Week 4
8. Students will work on a multi-media project that calls on them to take a theme from the
novel and make a video that should be posted on YouTube. They will use something in pop
culture that each of their group have in common and make the theme and charters fit in the
context of that Tv show or movie. Students will participate in technology workshops that
show them how to use different apps on their phones to make a video and how to upload a
video to YouTube.
Instructional Resources/Materials
Advertisements
Jack and Jill
Goldilocks and the Three Bears
Big Paper (Body Bios and Pop Culture Activity)
Of Mice and Men
Audio of Of Mice and Men
Markers
Narratives
Harrison Bergeron
Phones
School Computers (for in class work)
Lesson Accommodations (special needs and gifted)
Lessons will be scaffolded to help those who may be behind. Students will be split into groups
strategically so that all students will be able to be helped by a peer if needed. Audio of Of Mice
and Men will also be provided for reading at home, and sometimes for class reading.
CCSS
CCSS.ELA-Literacy.RL.9-10.1
CCSS.ELA-Literacy.SL.9-10.1A-D
CCSS.ELA-Literacy.SL.9-10.5
Essential Questions:
Students should consider these questions:
1 What textual evidence can I use to help me determine the theme?
9. How can I take the theme of one work and apply it to another?
10. What words are useful for writing a thesis statement?
11. What are the building blocks for writing a good thesis statement?
12. How can I understand a character better in a novel?
13. Does the character in the novel relate to me in any way?
14. Why is it important to understand the development of a character over time?
15. What does it mean to close read?
Kaylen English
16.
17.
18.
19.
How can I apply the deeper meaning of a novel to my life and society?
What does it mean to think critically about something?
What tools are needed in order for me to think beyond the implicit meaning of a work?
How can I tie these four concepts (theme, thesis statement, character development, close
reading) together and show my understanding while still finding the relevance it holds in my
reality?
Assessment
Students will have summative assessments throughout the weeks with exit cards, turning in of
worksheets, and questions asked by the instructor to individual students to make sure they
understand the concepts being taught.
Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Preassessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
1. Close Reading Paper
2. YouTube Video
What will you do if students do not understand?
I will allow students to come in after school and during lunch periods to clear up anything they
do not understand. I will also provide a cheat sheet for determining theme, thesis, how to work
through character development, steps for close reading, and the how to for making their YouTube
video.
Extended Learning (Homework)
Homework will consist of reading. The bulk of reading will be sent him to read on weekends.
The close reading assignment will also be done at home, but they will have time to start the
assignment in class.
Lesson Plan 1
Dates: 2 class periods
Knowledge: Theme
Understandings:
1. I can compare my reality to the characters reality in the short story by analyzing what is
happening in the text and analyzing my own reality and how I think I fit in the world.
2. I can take what I read and determine the different themes in the text by visualizing what I read
and using evidence in the text to support my ideas.
DO:
Day 1
Kaylen English
1. Instructor will give a lesson on themes. Examples from familiar childhood stories and
advertisement will be used to convey theses ideas.
2.Students will examine a single advertisement and write on a white board in their groups what
they think the advertisement is trying to convey based on what they see. Students will do the
same for the familiar childhood texts.
Day 2
3. Students will read Harrison Bergeron silently then complete the worksheet that helps them to
determine the themes in the text.
4.Students will share out after they have worked in groups and explain to the class, using textual
evidence, what they think the themes are. (Open discussion, teacher facilitated)
5. Students will watch the short film.
6. Student wills participate in a fish bowl discussion where they discuss the similarities and
differences in the text and the film. They will also have questions that require them to talk about
how some of the themes relate to their real life experiences.
1 Short story text (Harrison Bergeron by Kurt Vonnegut)
20. Work sheet with instructions and boxes to fill out for each thing they have to find in the text
21. Short film (2081, based on the text)
22. Advertisements and short stories for the teaching of theme
Captions will be put on the movie for those who may not hear well. All students will be able to
sit close to screen to see. A link to the video will be provided to all students so they can watch
later at home, or on one of the computers in my classroom during lunch time or after school.
CCSS
RL.9-10.1
RL.9-10.2
1 What things have happened in my life to make me feel like the characters feel?
2. What message is the story trying to tell us?
3. Does my thoughts closely align with the thoughts of the characters in the story. Is that
problematic?
Assessment
Students will be able to openly discuss their answers to their questions on the worksheet with
their peers and instructor. An exit slip that requires each student take an advertisement and
determine what they think the theme is on their own and why.
Kaylen English
1. Students will turn in their advertisement assignment for review by the instructor to see if
they grasped the idea of theme.
If I find that students are confused once they get into their groups to find the themes in the text, I
will bring them back together to see exactly what it is that they are not clear on. I will correct all
things they do not understand before they move on. I would use other stories they are familiar
with (three little pigs, Hansel & Gretel, etc.,) to see if that helps in them understanding theme.
Between day 1 and day 2 of instruction, students should review the notes on theme. Students will
be given a short text to determine the theme that they will turn in the next day.
Lesson Plan 2
Dates: One Class Period
Knowledge: Character Development
Understandings:
1 I can list the traits of a character and attribute those traits to different parts of the novel.
23. I can show textual evidence for why I believe a certain trait links to a character.
24. I can support my claim and explain to my peers how the different traits make up my
character, and what my character means in relation to the bigger themes in the novel.
DO:
1 Students will split into group of 5. Each group will be given a huge sheet of white paper to
trace the body of one of their group members. Students will be assigned a character from the
book and fill the body in with character traits, quotes, and short phrases about how the
character relates to themes in the book.
25. Students will hang their papers up around the class and the students will all get markers, in
which they can add to wha was already put on the sheet.
26. Students will come back as a class and discuss each character, providing textual support for
the different traits they attribute to each character.
1 Big white sheets of paper
27. Markers
28. Of Mice and Men
Kaylen English

Students will be able to stand or sit in their groups depending on what is most comfortable for
them.
CCSS
1 What words could I use to describe characters in the book?
29. What different things do characters do that adds to their personality in the novel?
30. What evidence can I find in the novel that supports my thoughts about my character?
31. How would I describe myself?
Assessment
Students will be able to openly discuss their thoughts about their characters with their peers and
state evidence from the text that supports their thought.
1 Students will be given homework that asks them to describe themselves and put
themselves int he context of their own life. They must ask themselves: What words
describe me? What stage am I in my life? How might I use the description of myself to
explain to someone else why I am the way I am? Students must answer these questions
and turn them in the next day.
I will have the directions to the activity at the front of the room for students to reference. I will
also walk around to every group while they are working to make sure they are on task, and that
they understand the assignment in its entirety.
Students will characterize themselves for homework. (Explained in formative assessment)
Lesson Plan 3
Dates: One Class Period
Knowledge: Persuasive Speaking, Thesis
Understandings:
1 I can effectively convey my point of view while still keeping in mind the views of my peers.
Kaylen English
32. I can see how stating my opinion connects to writing a clear and concise thesis statement.
33. I can counter an opposing argument with fact and state my opinion strong and firmly.
DO:
1 Student will be split into four groups. Two groups will debate whether or not it should be
open campus lunch at high schools. The other two groups will debate if banned books are
beneficial for students.
34. Students will be provided with articles the night before to look over and take notes on.
35. Student will split in their groups and get 10 minutes to create an opening statement. It should
include their stance on the topic and give one fact from the articles provided.
36. Both groups will have a debate, 10 minutes each, where they respond to comments made on
both sides.
37. At the end of their debate, students will write whether or not their stance on the topic
changed based on the debate, and why.
38. Students will discuss as a collective after both debates how they feel what they discussed in
debate, can help them write a good thesis statement.
39. As a class, students will compile a list, along with the instructor, on the makings of a good
thesis statement, based on the dialogic activity they participated in.
1 Desks will be set up to face each other during each debate
40. Articles on the different topics (Lunch and Banned Books)
41. Board and markers
Students who are more shy, will get the opportunity to talk in smaller groups before entering the
debate to make them feel more comfortable with speaking. Articles will be provide for students
to look over at the beginning of class and during discussion. Highlighters will also be provided to
highlight things that stand out to them, and things they can bring up during the debate.
CCSS
CCSS.ELA-Literacy.SL.9-10.1A
CCSS.ELA-Literacy.SL.9-10.4
1 What is my opinion on this topic?
42. Is there anything in the articles that can support my opinion?
43. What words can I use to make my stance seem strong and unmoving?
44. Do I keep in mind the opinions and facts of the opposing side?
45. How is persuasive speaking and thesis writing similar?
46. What strategies could I use for thesis writing that I used in the debate?
Assessment
Kaylen English
Students will be given an exit slip that asks them to list similarities they see in persuasive
speaking and writing a strong and concise thesis.
1 N/A
I will scaffold into the debate. I will explain in more depth what a debate consists of, give them
guidelines, words they can use, allow more time for writing their opening statement, and give
them feedback on their opening statement before they have to present it to the class.
Students will start writing a thesis statement pertaining to one of the articles used in class. It does
not have to be perfect. This si to see how students are thinking about writing a thesis statement,
and gives the instructor information on what needs to be heavily covered in class when it comes
to mastering this concept.
YouTube Video Assignment Sheet

Assignment: Over the past four weeks we have learned about theme, character development, and
how to connect a characters development to the progress and purpose of a novel. For this
assignment you will take ONE of the pop culture elements your group had in common from the
pop-culture activity (TV Show or Movie) and create a video, with your pop culture element
being the framework, using characters and themes from Of Mice and Men. You can use as many
characters from Of Mice of Men as you choose, but you must focus on ONE characters
development in your YouTube Video and ONE theme. You will record the video on your phones
Kaylen English
10
and you must use one of the apps explained in the video workshop, to chop your video and
upload it to Youtube.
Example: My group chose Fresh Prince of Bel-Air as our pop-culture element. We will now
develop a YouTube video using characters from of Mice Men (George, Lennie, Curley, etc.) and
attribute some of their traits and likeliness to the characters in Fresh Prince of Bel-Air (Carlton,
Will, Uncle Phill, Ashley, etc.) We will choose a theme from Of Mice and Men and act out a
scenario that shows the development of one of our main characters in which ever way we see fit.
Our characters development will align with the development throughout the novel, or in one
particular excerpt or chapter. I may attribute the characteristics of Lennie to Carlton, and the
Carlton character will act according to what they think Lennie would do in that context and in
that time period.
Requirements:
Video Must be 3-5 minutes
Video must be uploaded to YouTube
Must name the theme and pop culture element being used in the beginning of the video
Each student must turn in a paper (no longer than a page) explaining how the pop-culture
element and Of Mice and Men were connected in the video. The paper is not being grade on
format. it is only being grade on the correct use of grammar, and a clear an d detailed
explanation about the process of how the group connected their pop-culture element to the
novel.
Every student must have a role in the making of the video (Director, actors, writers, etc.)
Rubric attached. Every student will get an individual grade, and a group grade.
Rubric
Objectives
Theme
The theme chose for The theme chose for The theme chosen The theme chosen
the pop-culture
the pop-culture
was executed well in for the video was
element was not
element was applied the video and
very well executed
clear in the making to the story line in
aligned with the
and it aligned in all
of the video and did some aspects, but themes in the novel. aspects to the
not align with the
not clearly
themes discussed in
themes in the novel. throughout the
the novel.
video.
Kaylen English
Objectives
11
Character
Development
The traits and

likeliness of the
characters in the
novel, were not
accurately attributed
to the characters in
the pop-culture
element, and there
was no indication of
development in the
story line.
The traits and

The traits and
The traits and
likeliness of the
likeliness of the
likeliness if the
characters in the
characters in the
characters in the
novel were attributed novel, were
novel, were
to the characters in attributed to the
accurately attributed
the pop-culture
characters in the
to the characters in
element, but there pop-culture element, the pop-culture
was no indication of and there was some element, and there
development in the indication of
was indication of
story line.
development in the development in the
story line, but could story line that was
have been more
clearly executed to
clearly executed.
the audience.
Time
Video is shorter than Video is almost three Video is significantly Video meets the 3-5
3 minutes.
minutes.
longer than 5
minute requirement.
minutes.
Individual grade:
Paragraph
The paper is not

clear and does not
detail the process of
connecting the popculture element and
the novel.
The paper explains The paper is detailed The paper is very

some of the process, and clearly
detailed and
but it is not detailed describes the
concise. The reader
enough for the
process of
is able to clearly
reader to understand connecting the
understand all the
the connection.
characters in the
ways in which the
novel to the popcharacters in the
culture element.
novel were
connected to the
elements of the popculture choice.
Individual grade:
Participation
Student did not

participate much in
the creating of the
video.
Student put in the

minimal amount of
effort in creating the
video with their
peers.
Student worked well

with their group
members to create
the video.
Unit Plan Rubric
Student showed
great effort and care
when working with
their peers to create
their video.
Kaylen English
12
Objectives
Theme
Struggled with
finding the
theme in
advertisement,
text, and other
forms of media.
Was able to
find the theme
in the
advertisement
activities, but
struggled with
determining
theme in the
text and other
forms of media.
Was able to
find the theme
in the
advertisements
and the text,
but struggled
with applying
the concept of
theme to the
multi-media
assignment.
Demonstrated
the ability to
find the theme
in
advertisement,
text, and other
forms of media.
Most work
demonstrated a
clear
understanding.
Mastered
finding the
theme in
advertisement,
text, and other
forms of media.
All work
demonstrated
clear
understanding.
Thesis
Struggled with
applying the
strategies used
to form a good
thesis
statement.
Was able to
create a thesis
statement, but
it was weak in
word choice
and clarity.
Was able to
form a decent
thesis
statement, but
it could be
more clear and
concise.
Wrote a good
thesis
statement that
included
decent word
choice, word
arrangement,
clarity, and
conciseness.
Wrote a good
thesis
statement that
included great
word choice,
word
arrangement,
clarity, and
conciseness.
Character
Development
Was unable to
properly
characterize
characters in
the different
modes of text
and media.
Was able to
identify
characters and
attribute
different traits
to them, but
could not
connect it to
the
development of
the novel.
Was able to
identify
characters,
attribute
different traits
to them, and
connect some
of their
development to
the novel.
Was able to
identify
characters,
attribute
different traits
to them, and
connect most
of their
development to
the
development of
the novel.
Was able to
identify
characters,
attribute
different traits
to them, and
connect their
development to
the deeper
meaning of the
novel.
Kaylen English
Objectives
13
1
Close Reading
Could not make

a clear thesis
or clearly
explain the
excerpt from
the novel to
connect the
development of
a character to
the deeper
meaning of the
novel.
Could make a
decent thesis,
but could not
clearly explain
the excerpt
from the novel
to connect the
development of
a character to
the deeper
meaning of the
novel.
Could make a
clear thesis
and could
decently
explain the
excerpt from
the novel to
connect the
development of
a character to
the deeper
meaning of the
novel.
Could make a
clear thesis
and concisely
explain the
excerpt from
the novel, with
clarity, to
connect the
development of
a character to
the deeper
meaning of the
novel.
Could make a
clear thesis and
eloquently
explain the
excerpt from
the novel, with
clarity, to
connect the
development of
a character to
the deeper
meaning of the
novel.
Multi-Media
Project
Did not
properly use
the tools given
to make the
video and
could not take
Of Mice and
Men and put it
into the context
of the TV Show
assigned.
Showed little
understanding
of how to
properly use
the tools given
to make the
video and
could not take
Of Mice and
Men and put it
into the context
of the TV Show
assigned.
Showed some
understanding
of how to
properly use
the tools given
to make the
video and was
able to show
some
correlation
between Of
Mice and Men
and the context
of the TV Show
assigned.
Mostly
demonstrated a
clear
understanding
of how to
properly use
the tools given
to make the
video and was
able to connect
Of Mice and
Men to the
context of the
TV Show
assigned.
Mastered how
to properly use
the tools given
to make the
video and was
able to show
clear
understanding
in the
connection
made between
Of Mice and
Men and the
context of the
TV Show
assigned.

Unit Plan Assignment 2

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Unit Plan Assignment 2

Transféré par

Droits d'auteur :

Formats disponibles

Kaylen English

Unit Plan: Literary Analysis

Lesson Accommodations (special needs and gifted)

YouTube Video Assignment Sheet

The traits and

The traits and

The paper is not

The paper explains The paper is detailed The paper is very

Student did not

Student put in the

Student worked well

Unit Plan Rubric

Could not make

Vous aimerez peut-être aussi