English Thematic Literature Unit 3

English Thematic Literature Unit: Individuality
ENDURING UNDERSTANDINGS
The life of a human is incalculable.
Our preconceived notions can allow abstract concepts to seem
more clear-cut than they actually are.
Equality is a diverse concept and the application of it can result
in negative outcomes as well as positive.
ESSENTIAL QUESTIONS
How do we calculate the value of a human life? Do the needs of
the many out way the needs of the few?
How does the way something is presented influence the way it is
received?
What is the price you are willing to pay for the peace and safety?
Is anything justifiable in the name of the greater good?
How do you respond to something wrong, if many people benefit
from it?
What does being equal mean?
How do we approach large, abstract concepts?
CENTRAL FOCUS STATEMENT
While this learning segment addresses several standards/objectives, it
focuses particularly on ELACC9-10RL2, Determine a theme or central
idea of text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
The central focus of this particular segment is to determine the central
idea of this text as it relates to the individual.
The purpose of this central focus is to focus on conceptual
understandings of various perspectives as they relate to the theme.
STANDARDS
RL2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and
ideas.
RL3 Analyze how and why individuals, events, or ideas develop
and interact over the course of a text. (Focus on character
development)
RL4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning

or tone. (Focus on tone and mood, review figurative language)
RL6 Assess how point of view or purpose shapes the content and
style of a text.
W4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
SL1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building
on others' ideas and expressing their own clearly and
persuasively. (Focus on Building off one another (agreeing,
disagreeing, adding)
Focusing on one another
L1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (Focus on x,
review y)
capitalization, punctuation, and spelling when writing. (Focus on
x, review y
L6 Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to
comprehension or expression. (Focus on the discourses of x and
y)
OBJECTIVES
Students will know or be skilled at
Comparing and contrasting abstract concepts such as ethics and
morals or equality and individuality.
Questioning preconceived notions of abstract concepts such as
ethics and morals or equality and individuality.
Recognizing the points of views of others, and garnering a better
understanding in light of their presented reasoning.
Discussing their points of views and justifying them with
adequate reasoning.
Conceptualizing themselves in positions or situations other than
their own.
Evaluate the worth of a human life and/or individuality,
demonstrating understanding of other perspectives as well as
their own.
SPECIALIZED LANGUAGE DEMANDS
Key Academic Vocabulary

Ethics vs. morals
Utopia vs. dystopia
Individuality vs. equality
Egalitarianism
Discourse and/or syntax elements
Point of View
Pathos, Ethos, Logos
Stage 2 Primary Assessment Evidence

SUMMATIVE PERFORMANCE TASK(s)
Goal- Use persuasion and reasoning to defend a position
Role- A citizen from either society
Audience- People that are debating the merits of the two societies,
wondering which would be the best to live in.
Situation- You want to encourage others to move into your society, but
you have some competition. Without lying, convince your audience
that Omelas is the perfect place for them to live despite (or because
of) the dystopian elements.
Product/Performances- Speech
OTHER EVIDENCE
Some key formative assessments (formal or informal)
Advertisement
Group Collaboration/ Discussion
Writing Composition
Cold Call
TPS
Leichhardt Line Up
Summative Assessments beyond the PT (if needed)
N/A
Classroom Assessment
Warm up/Journal completion
Student Self Assessment
N/A
Objective
Day(
How
Comparing and contrasting abstract concepts

such as ethics and morals or equality and
individuality
Questioning preconceived notions of abstract
concepts such as ethics and morals or equality
and individuality.
Recognizing the points of views of others, and
garnering a better understanding in light of their
presented reasoning.
Discussing their points of views and justifying

them with adequate reasoning.
Conceptualizing themselves in positions or
situations other than their own
Evaluate the worth of a human life and/or
individuality, demonstrating understanding of
other perspectives as well as their own
s)
1
1
1, 2,
4
1
3
3, 4
Assessed
Chalk Talk,
Slotted
Paragraphs
Chalk Talk,
Slotted
Paragraphs
Slotted
Paragraphs,
Venn
Diagram,
Composition
, Dialogue
Journals,
Advertiseme
nt
Slotted
Paragraphs
Composition
s
Leichhardt
Line Up,
Composition
s, Dialogue
Journals,
Advertiseme
nt
Day 1
Resources Needed:
Powerpoint
Standard(s)/Objective(s):
Compare and contrast ethics and morals.
Recognize the points of views of others, and garner a better
understanding in light of their presented reasoning
Discuss and justify your own points of view with adequate reasoning
RL2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
L6 Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or
expression.
EQ(s):
How do we calculate the value of a human life? Do the needs of the
many out way the needs of the few?
By the end of the period you will be able to
Justify your point of view with evidence and a solid argument.
Recognize the points of view of others
Compare and Contrast ethics and morals.
Means of collecting data/checking for individual
understanding:
Cold call
Means of providing tailored feedback to individuals:

Written responses on slotted paragraphs
Verbal responses
Lesson plan
Hook/ Warm up 15 min
Train Scenario: TPS. Allow students to journal their responses to the
scenario then share those responses with a partner. Give second
scenario allow them to discuss again. As a class: why do we think this
way?
Frontloading15 min
Chalk Talk:
Ethics vs. Morals: is there a difference? What might that difference be?
Give the students time to ponder the difference for themselves.
Discovery30 min
Powerpoint:
Ethics vs. Morals:
Providing the dictionary definition of Ethics and Morals.
How can ethics be different in different places?
In the train situation, what response might we think of as ethical?
Moral?
Utopia vs. Dystopia:
Break down the words with suffixes and prefixes. Again, have
students come up with their own ideas of what the words could
mean before giving them the definitions.
Dystopia in pop culture: Hunger Games, Maze Runner, The Giver

etc.
Group20 min
What is your Utopia?
Brainstorm individually for a few moments. What would your
perfect world look like? Why?
Share with your partner to see if there are underlying similarities or
differences. Things to ask: are these worlds perfect for everyone, or
just a select few? (Think Ethics vs. Morals)
Closing10 min
Slotted Paragraphs: In what we learned today, the most important idea
was ____ because ______. As we move on it will be important to
remember ____.
Day 2
Resources Needed:
Class copies of Those that Walk Away From Omelas
Topia characteristics sticky notes
Recognizing the points of views of others, and garnering a better
understanding in light of their presented reasoning.
RL6 Assess how point of view or purpose shapes the content and style
of a text.
EQ(s):
received?
Recognize the views of others
Identify how character point of view enhances a work and/or
influences the message.
understanding:
Venn Diagram
Composition

Written feedback on closing composition
Verbal responses
Lesson Plan
Warm-up15 min
Topia sort with focus on morals and ethics: Students will be given
characteristics that are often associated with Utopian and Dystopian
societies. Students must work with their team to assign the
characteristics to each society.
Review15 min
The groups shall place their sticky notes on a class Venn Diagram and
defend their decisions/ choices.
Discovery30 min
Point of View: introduce the basic points of view1st, 2nd, 3rd,
omniscient.
How might these points of view affect how an audience reads a
story?
Book swap: pass around your independent reading books and
look for the point of view. Keep a tally of all the ones you see.
Which seems to be the most common? Why do you think that is
the case?
Group15 min
Begin reading Those Who Walk Away From Omelas
What is the point of view? How does this influence what the author is
addressing?
Closing15 min
Composition: From what we have read so far, does Omelas sound like a
Utopia or Dystopia? Why?
Day 3
Resources Needed:
Class copies of Those Who Walk Away From Omelas.
Evaluate the worth of a human life and/or the individual,
their own.
Imagining themselves in a different position.
W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
SL1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas and

expressing their own clearly and persuasively.
EQ(s):
Imagine yourself in a different position in a situation that is
different from your own.
Formulate and justify a point of view while being able to
demonstrate understanding of different perspectives.
understanding:
Leichhardt Line Up
Journal
Written feed back on compositions
Verbal responses
Lesson plan
Warm up15 min
Recap/ Leichhardt Line Up
What is going on so far in the story?
Class poll: Where do you think Omelas falls on a Utopian/
Dystopian scale? (Recall yesterdays Closing)
Group20 min
Read Those Who Walk Away From Omelas
Discussion
Now that we know the full story, why do you think it was written
in this point of view?
Now that we know the full story, is Omelas a Utopia or Dystopia?
Why or why not? How are ethics and morals blurred within the
story?
Review15 min
Venn Diagram
Pull up the Venn Diagram from yesterdays class and observe the
characteristics that we classified as Utopian and/or Dystopian.
How might we rearrange these characteristics now?
Compose30 min
The Rest of the Story/ What would you do?

Put yourself into Omelas. You have just discovered the towns
terrible secret. How do you react?
Share with class
Closing10 min
Journal: How might you explain the difference between ethics and
morals to someone using this story as an example?
Day 4
Resources Needed:
Class copies of Those Who Walk Away From Omelas.
Peer Review Evaluation Sheet
their own.
Imagining themselves in a different position.
W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
capitalization, punctuation, and spelling when writing.
EQ(s):
Formulate and justify a point of view while being able to
understanding:
Hands up
Written feed back on compositions
Verbal responses
Lesson plan
Warm up15 min

Personal Reflection
The teacher will hand back your Rest of the Story activities
from yesterday. Begin to mark over it. Where and what would
you improve? What would you take out? What would you add in?
Review20 min
Grammar lesson. What is focused on shall largely be determined
by common mistakes that the teacher notices in the The Rest of
the Story/ What would you do? activities that were taken up
the day before.
The review shall end with a multiple choice quiz on the
smartboard. Students shall answer through a Hands Up
method, in which they share their answer by holding up a
corresponding number of fingers.
Group15 min
Trade papers with your partner and revise using the peer review
evaluation sheet.
This should not concern grammar or spelling. Peers should be
focused on concepts such as clarity and other aspects that will
make the piece stronger.
Revise30 min
The Rest of the Story/ What would you do?
It is time for a second draft. Not only should you take your own
notes and your peers notes into consideration, but you should
be acutely aware of the grammar that we covered in todays
lesson.
Closing10 min
Journal: How do you think your work was strengthened by todays
revision? How did you grow as a writer?
Day 5
Resources Needed:
paper, pencils, colored pencils or other drawing materials
Powerpoint
Evaluate the worth of a human life, demonstrating understanding of
other perspectives as well as their own.

EQ(s):
How do you respond to something wrong, if many people benefit
from it?
Further formulate and justify a point of view while being able to
understanding:
Dialogue Journals
Composition/ advertisement
Written feedback on advertisement
Verbal responses
Lesson plan
Warm Up15 min
Dialogue Journalswhat might a resident of Omelas say about the
towns secret? How might someone in this town defend their practices?
What are the ethics that the town abides by? Pass your paper to a
neighbor and have them comment on what you wrote.
Discovery20 min
Recap/Soft IntroductionPersuasion: Ethos, Logos, Pathos
How might you used these tools of persuasion to persuade
someone that the integrity of Omelas is worth the sacrifice?
Composition20 min
Pretend you are a real estate agent that wants to convince others to
buy houses in Omelas. These buyers already know about the towns
dark secret. How would you convince them to live in this town using
Pathos, Ethos, and Logos?
Have a friend check your work to ensure that you are including all
three!
Application20 min
Show examples of text focused advertisement.
Create a Real Estate Advertisement for Omelas using your composition.
Place emphasis on the text, not the images.
Closing15 min
Place your Advertisement on your desks. The class will then have a
mini-showcase of the work they did in class.
Day 6
Resources Needed:
Projection/Transparency of the Transcript of the Civil Rights Act
(1964)
Class set of the Transcript of the Civil Rights Act (1964)
Powerpoint
Question preconceived notions concerning equality.
EQ(s):
Determine meanings of central ideas that revolve around a complex
theme.
understanding:
Composition
Written responses to compositions
Verbal responses
Lesson plan
Warm Up15 min
Composition What is equality? Try to dig beyond the obvious.

Attempt to define the concept or give an example. To what degree did
Omelas have equality?
Individual20 min
Look over the Civil Rights Act. Circle things you dont understand/ are
not sure about. Underline places that you think are important.
Group 20 min
As a class explore the Civil Rights Act. What did you circle? What did
you underline?
Attempt to create a class definition of equality.
Discovery20 min
Dictionary definition of equality. How similar is it to our class definition?
Egalitarianism: definition, real world examples.
Addressing common misconceptions: Egalitarian vs. Communism
Closing15 min
CompositionAdd on to your warm up. Has your view on equality
changed or stayed the same? Can there be drawbacks to equality?
Day 7
Resources Needed:
Class set of Computers: Lab, cart, or BYOD (Bring Your Own
Device)
EQ(s):
Determine meanings of central ideas that revolve around a complex
theme.

understanding:
Composition
Written responses to compositions
Verbal responses
Lesson plan
Warm Up15 min
Composition What is a time that you personally have experienced or
witnessed a sense of inequality?
Individual30 min
ResearchStudents will choose to research a modern example of
inequality in todays society. Ex: racial stereotyping, religious
stereotyping, gender rights, poverty gaps, etc.
Students should find their facts from at least three sources.
Preparation 10 min
Students shall organize their notes and prepare an argument. They
should act as if they were convincing someone that does not believe
that inequality still exists.
Group20 min
In groups of two or three students will conduct their mock arguments
one at a time. The student not presenting their argument shall play
devils advocate.
Closing15 min
Slotted Paragraphs: In what I learned today, I believe the most
important was ____ because ______.
Day 8
Resources Needed:
Class Copies of Harrison Bergeron.
Class Buckspretend money (not worth anything in or out of the
classroom for anything other than this demonstration)
of a text.
EQ(s):
What is individuality?
Determine meanings of central ideas that revolve around a
complex theme.
Compare and contrast two hypothetical situations.
understanding:
Venn Diagram
Composition
Written feedback for composition
Verbal responses
Lesson plan
Warm Up15 min
CompositionWhat does it mean to be an individual? What about
yourself makes you an individual?
Class30 minutes
Each table group is a different society. Which shows equality? Is
there more than one society that could be considered equal? Why?
Group 1: Each member does five jumping jacks and each member gets
a Class Buck
Group 2: Half do five jumping jacks, half do ten. Each member gets a
Class Buck
Group 3: Half do five jumping jacks for one Class Buck, half do ten for
two Class
Bucks
Group 4: Each member does however many jumping jacks they want
and get paid
accordingly.
Group 20 min
Read Harrison Bergeron
What is this storys take on equality/ egalitarianism?
Recall our lesson on point of view. What point of view is this story
written in?
Analyzing15 min
Chalk Talk Venn Diagram
Students will come to the board to compare and contrast Omelas
and the society in Harrison Bergeron. Do they share/not share
pros and cons?
Closing10 min
Composition: How can you retain your individuality and stay equal?
What are some problems that can occur when you try to have both?
Day 9
Resources Needed:
RL3 Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
of a text.
EQ(s):
received?
Analyze characters through their interactions and development.
understanding:
Think Pair Share
Cold Call
Character Maps
Written response to character maps
Verbal responses
Lesson Plans
Warm Up15 min

Think Pair ShareHow would you explain this story so far to a younger
audience? What would you include? What would you keep out?
Review10 min
Think: What are some predictions that you have for this story? Why do
you think that?
Share: Do any of your predictions match? Did your partner have
plausible theories?
Group 20 min
Finish reading Harrison Bergeron
Why do you think this story is written from Georges perspective
rather than Harrisons?
How does it work/ not work for the story? How does it enhance
the theme?
Application20 min
Students in their groups will create miniature character maps of Hazel,
George, and Harrison. Are these characters round or flat? Static or
dynamic? The characteristics on your map should support your
conclusion.
Class10 min
Students shall argue their decisions concerning the characters,
debating if they are round or flat and static or dynamic. We shall vote
and see if we can come to a class consensus.
Closing15 min
Journal: What might be considered ethical in this society? What morals
might be respected here? What ethics are not represented in this
society?
Day 10
Resources Needed:
of a text.
EQ(s):
received?
understanding:
Hot Seat
Composition(s)
Written Responses on compositions
Verbal responses
Lesson plan
Warm Up20 min
HookComprise a list of questions that you would want to ask George,
Hazel, and Harrison. Make sure you have questions for all three.
Spend five minutes placing the students questions on the board so the
class has a set of base questions.
Compose20 minutes
Choose one character. Answer the questions on the board as if you
were that character. Be as thorough as you can.
Group 35 min
Hot Seat: Students shall be chosen to play the character and the
characters brain (to showcase what they say vs. what they really
think.) In Georges case, his brain should be how his mind would react
if unaffected by the ear radio. The rest of the students will play the
reporters, asking them both scripted and unscripted questions.
Closing15 min
If you could say something to one of these characters what would it
be? Encouragement? Admonishment?
Day 11
Resources Needed:
of a text.
EQ(s):
received?
understanding:
Letter Composition(s)
Written Responses to letters
Verbal responses
Lesson plan
Warm Up15 min
CompositionThink back to your ticket out the door yesterday. Choose
a character that you would like to directly talk to. How would you get
them to listen to what you had to say?
Discovery20 minutes
DemonstrationGive the students an idea of what a professional
letters form would look like.
Focus on the type of voice the letter would have and elements of
Logic, Emotion, and Credibility.
Individual 30 min
Students will try their hand at writing their letter to the character of
their choice, employing what they have learned.
Group10 min
Students will have the opportunity to share their letters. Classmates

shall give their other group members both positive and constructive
feedback.
Closing15 min
Slotted Paragraphs: One thing I believe I did really well in my letter was
_________ because _______. One thing that could be improved was
_______ because _________. I would change this by ___________.
Day 12
Resources Needed:
Class Copies of Those Who Walk Away from Omelas
Clearly written instructions for each section.
At least one computer, or have students BYOD
Imagine yourself in a different position in a situation that is different
from your own.
of a text.
EQ(s):
received?
understanding:
Letter Composition(s)
Written Responses to letters
Verbal responses
Lesson plan
Warm Up15 min
Composition
Stations50 min (10 min at each station)
Vocabulary EnricherLook over the two stories. What are some
specific words that the authors use to create a certain tone? What do
these words mean and how do they effect the audience?
Connecter Connect these stories to real life. Does it remind you
of anything else you have seen, read, or heard on the news?
Illustrator Its good to have pictures in our heads as we read.
Draw some kind of picture related to the stories that we have read.
This can be a doodle, and illustration, a comic, etc.
Literary LuminaryTry to locate a few special quotations. These
should be important, powerful, or interesting sections of the story that
can ignite conversations.
ResearcherTry to dig up relevant background information, such
as pertinent information about the authors and related works, or topics
that may have influenced the author.
Individual10 minutes
Finish up whatever you might not have during your sections.
Closing15 min
Share your work with another student. What are you the most proud
of? Which part did you find most interesting and the most thought
provoking?
Day 13
Resources Needed:
Audio of I Have a Dream Speech
Projection of I Have a Dream Speech
Tips for Making a Great Speech
their own.

grammar and usage when writing or speaking.
EQ(s):
received?
Discuss and justify your own points of view with adequate
reasoning, evidence, and a solid argument.
understanding:
Composition(s)
Dialogue Journals
Verbal responses
Written responses on dialogue journals and speech draft
Lesson plan
Warm Up15 min
Dialogue JournalWe have compared these two societies. Which would
you prefer to live in? Which is the lessor of two evils?
Review15 min
What makes a great speech? (Ethos, Pathos, Logos, confidence,
practice, etc.)
Tips for Giving/Writing Speeches
Discovery15 min
Listen to and read I Have a Dream. Identify the best you can Ethos,
Pathos, Logos.
What are some other things Martin Luther King Jr. does that we
saw in Tips for Giving Speeches?
Application30 min
Each student shall create a two-minute speech promoting the society
that they would prefer to live in. Remember to include the elements of
persuasion, including using the stories themselves as evidence.
Closing15 min
Checklist: What do I still have to do? How would I prepare for actually
giving a speech?
Day 14
Resources Needed:
their own.
EQ(s):
received?
understanding:
Composition(s)
Dialogue Journals
Verbal responses
Lesson plan
Warm Up15 min
CompositionReflect on our essential question: How does the way
something is presented influence the way it is received?
Class20 min
Students shall be challenged to talk in front of a group for as long as
they can without using placeholders such as like or um. They can
talk about whatever they wish, but they may not read off of something.
Individual10 min
What do I need to do in order to have my speech fully finished by
tomorrow? Make goals in order to meet that deadline. If needed,
present in a checklist format.
Application30 min
Continue to work on your speeches. Students shall use this time not
only to write, but to peer evaluate and make corrections.
Differentiation shall occur as students shall move on as needed.
Students that need additional time may take their work home.
Closing15 min
To what extent did I achieve my goals? Am I fully ready to present
tomorrow? What must I still do to prepare?
Day 15
Resources Needed:
their own.
EQ(s):
received?


understanding:
Composition(s)
Dialogue Journals
Verbal responses
Lesson plan
Warm Up15 min
CompositionStudents shall place finishing touches on their speeches,
including practicing delivery.
Application40 min
Students shall deliver their speeches to the class.
Class15 min
A poll shall be taken to see which society the majority of the class
prefers.
Closing15 min
CompositionHow did you vote and why? Did a classmates argument
persuade you? Was one more effective than the other?
As an individual, would you feel safe in either of these societies? Why?

English Thematic Literature Unit 3

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English Thematic Literature Unit 3

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English Thematic Literature Unit: Individuality

meanings, and analyze how specific word choices shape meaning

Key Academic Vocabulary

Stage 2 Primary Assessment Evidence

Comparing and contrasting abstract concepts

Discussing their points of views and justifying

speaking, and listening at the college and career readiness level;

Means of providing tailored feedback to individuals:

Dystopia in pop culture: Hunger Games, Maze Runner, The Giver

Means of providing tailored feedback to individuals:

and collaborations with diverse partners, building on others' ideas and

The Rest of the Story/ What would you do?

Warm up15 min

RL2 Determine central ideas or themes of a text and analyze their

Composition What is equality? Try to dig beyond the obvious.

Means of collecting data/checking for individual

Warm Up15 min

Students will have the opportunity to share their letters. Classmates

SL1 Prepare for and participate effectively in a range of conversations

Discuss and justify your own points of view with adequate

Means of collecting data/checking for individual

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