Digital Unit Plan Template

Unit Title: Pride and Prejudice Name: Naomi Lee

Content Area: Language Arts Grade Level: High School (11th 12th)
CA Content Standard(s)/Common Core Standard(s):

CCSS ELA Literacy. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS ELA Literacy. 11-12.2: Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a complex account;
provide an objective summary of the text
CCSS ELA Literacy. 11-12.3: Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced
and developed).
CCSS ELA Writing. 11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS ELA Writing. 11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
CCSS ELA Speaking. 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
CCSS ELA Speaking. 11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

Big Ideas/Unit Goals:

Big Ideas:
How does literature reflect a culture and/or time period?
How can previous works of literature be applicable to us today?
Does our prejudice influence our opinions of each other, and how we interact with each other?
 If so, how much do we let our prejudice influence us?

Unit Goals:
Students learn how literature can affect us in the current day.
Students learn how to learn life values from literature (relationships, pride, prejudice, etc.).
Students will learn how to use textual evidence to back up their thesis and arguments.

Unit Summary:

The class will read the novel Pride and Prejudice by Jane Austen, and learn close reading skills and literary analysis.
They will develop research skills to understand the background and history of the novel and author, and make
comparisons and connections to the modern world. They will learn how to find themes in works of literature, draw a
thesis and support their arguments. They will also learn how to apply themes from older literature into modern day. As
a final assessment of how much theyve learned, students will then recreate a scene from the novel and translate it
into a modern setting.

Assessment Plan:
Entry-Level: Formative: Summative:

Survey on SurveyMonkey, to assess
and evaluate students current
knowledge of Jane Austen, the
Regency Era, and Pride and Prejudice.
Timeline: a historical timeline Essay: three to five pages about the
mapping Jane Austens life and novel
notable world events.
Graphic Organizer: a chart detailing Scene Recreation: students take a
the relationships in between scene from Pride and Prejudice and
characters in Pride and Prejudice recreate it into a modern setting.
Reading Quizzes: a mix of multiple
choice and short answer quizzes on
story events and reading
comprehension
Reading Journal: to fill out as we
read the novel, can questions or
 comments from the students.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Lesson Activities:
Objective: Evidence Prior to the lecture, students will fill out the survey, which the results will
Students will be (Assessments): be saved and returned to them after the unit. During the lecture, students
able to closely read Survey, then follow are expected to follow along and take notes. After the lecture, the reading
and analyze along with the journal will be introduced. Students are assigned to write down journal
vocabulary and teacher lecture. entries on reading assignments, making notes of words or events that are
word choices used not understood, or what was disliked and/or liked about the events in the
in a text, and Short answer stories. Journal entries then can be used to springboard either small group
interpret their literal questions in reading or class wide discussions.
(and any figurative) quizzes
meaning(s). Using
this, students will
look into character
relationships such
as family and
friendships.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Lesson Activities:
Objective: Evidence: Worksheet with questions and websites for students to research and
Students will be A write up of their answer using an ipad or a computer. Websites used in the worksheets can
able to research to research findings. also be explored to find more relevant information about the author, the
understand the novel, and the time period. With a good foundation of information about
background and Timeline, putting the time period, students are prepared to make connections from the
history on an author Austens life work to modern day.
and the time period alongside notable
they live in, and how world events. Optional: In class, students will be put into small groups, and each given a
that may affect the section of the worksheet to research and answer. Findings will be
work of literature. Multiple choice and presented collectively to the class.
 short answer quiz.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Lesson Activities:
Objective: Evidence: The class will be introduced to modern variations of Pride and Prejudice,
Students will learn Journal write up like the Lizzie Bennet Diaries.
the different about characters,
connections and later the Two or three journal entries will be dedicated to one or two characters of
between the story graphic chart. the students choosing. Does the student like or dislike them, and why?
characters; From Do they relate to these characters and their motives and/or intentions?
there, they will learn Video presentation Students will later compile these entries into an organized graphic chart.
to create or skit play.
connections from Students will recreate a scene or chapter from Pride and Prejudice and
the text to translate it into a modern setting to present to the class. They may either
themselves, and the choose to record a video, or do a skit play in front of the classroom.
text to the modern
world.
Unit Resources:

Video Soft Dev: http://www.videosoftdev.com/free-video-editor

Cold Turkey: https://getcoldturkey.com/writer/
Quizlet: https://quizlet.com
Prezi: https://prezi.com

Useful Websites:
The Lizzie Bennet Diaries (youtube series): https://www.youtube.com/watch?
v=KisuGP2lcPs&list=PL6690D980D8A65D08
Chicago Public Library, Historical Context of Pride and Prejudice: https://www.chipublib.org/historical-context-of-pride-
and-prejudice/
Pemberly, Pride and Prejudice: http://www.pemberley.com/janeinfo/pridprej.html#toc
Mining literature for deeper meanings by Amy Harter: http://ed.ted.com/lessons/mining-literature-for-deeper-
meanings-amy-e-harter
Pride and Prejudice timeline calendar: http://www.jimandellen.org/austen/p&p.calendar.html
Cheapside, London, England in Jane Austens Pride and Prejudice: http://booma.us/cheapside-london-england-in-jane-
austens-pride-and-prejudice/
Jane Austen's "Pride and Prejudice": The Novel as Historical Source: https://edsitement.neh.gov/lesson-plan/jane-
austens-pride-and-prejudice-novel-historical-source#sect-activities