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Instructional Planning: Unit Plan (K-12) Template

Unit
Prose Analysis Unit Subject/Course: AP English Literature
Title:
Grade/s: 12 Name: Kimani Mitchell

Stage 1: Desired Results

Standards/Goals:
Students will develop the skills necessary for reading and writing at the college level, like determining the impact of an
authors language, analyzing how evidence supports claims, and making inferences using text evidence. They will begin
to understand how authors craft experiences of their own lives and comments on society into their work.

Supporting/Repeating Standards:

Student Learning Objectives from College Board

RO 1 Students will have read works from several genres and periodsfrom the 16 th to
the 21st century
RO 2 Students will have gotten to know a few works well
RO 3 Students will analyze how text meaning is embodied in literary form
RO 4 Students will reflect on the social and historical values a text reflects and
embodies
RO 5 Students will pay careful attention to both textual detail and historical context
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension
of reading and responding to literary works, including precritical impressions and
emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary
works through close reading to arrive at an understanding of multiple
meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the
quality and artistic achievement of literary works and a consideration of their
social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
RO 8 Students will have familiarity with Biblical, Greek and Roman mythology central
to Western literature

WO 1 Writing to Understand a literary work may involve: writing response and reaction
papers, along with annotation, freewriting and keeping some form of a reading
journal
WO 2 Writing to Explain a literary work involves: analysis and interpretation and may
include writing brief focused analyses on aspects of language and structure
WO 3 Writing to Evaluate a literary work involves: making and explaining judgments
about its artistry and exploring its underlying social and cultural values through
analysis, interpretation and argument
WO 4a Students engage in writing that includes expository, analytical, and
argumentative essays
WO 8 Students engage in some writing assignments that require them to write
effectively under time constraints they encounter on essay exams in college

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Unit Plan (K-12) Template 1
courses in many disciplines, including English

Understandings: Essential Questions:


Students will understand that
How do authors create meaning with language?
Authors are deliberate about how they write and
what they include in their work. How do authors make comments about social
It is important to read with a critical lens to implications in their writing?
understand biases that may be present in a text.
How do authors include their own lives in their
It is critical to write with a purpose and with the
work?
knowledge of your audience.

Students will know Students will be able to


Academic Language Content Language
Develop skills to read college level text with fluency
Analyze characterization and comprehension
Understand and use new vocabulary when reading
Explain literary device and writing
Literary authors purpose Analyze, make inferences, and draw conclusions
using textual evidence
Insight imagery Use reading comprehension skills to identify and
Citation word choice understand authors craft
Use comprehension skills to analyze how authors
Evidence tone language impact meaning
Introduction irony Develop an analysis of literary text that
persuasively conveys an interpretation of a text
conclusion theme Use the writing process to compose text to
style communicate ideas for a specific audience/purpose
Use the conventions of academic language when
figurative language speaking and writing
Use comprehension skills to listen to others in
sentence structure
formal and informal settings
style

How do these desired results align with your class vision?

This plan and the results of it connect to the vision I have for my students because it promotes access to post-
secondary opportunities through analytical writing. Because literacy is cross-curricular, it is essential for us to develop
the proper strategies for understanding a text for EOC and class success. They will begin to develop the type of
academic vocabulary that will help them in long-term academics through high school and college.

The level of critical reading and writing necessary encourages critical thinking by students as they connect social issues
and implications to the writing of authors to their own lives and society in general.

Stage 2a: Assessment/Evidence

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Unit Plan (K-12) Template 2
Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Literary Analysis Essay- Students are expected to write an essay in which they analyze an authors use of language in a
prose passage in which they persuasively give their interpretation of a work. Students will be expected to write multiple
of these essays throughout the unit under increasing time restraints to mimic their AP exam.

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

Quizzes and interim assessments will be given to check for students understanding during the unit. Exit tickets will be
used frequently to evaluate how well students are mastering the standards on a more daily basis. Students will write
various open ended responses that align to standards and the depth at which they are supposed to analyze the text.

How do these assessments measure your students progress toward your classes big goal(s)?
Quizzes and interim assessments will allow me to see how well the students are progressing toward mastering each of
the standards. I can adjust future days of instruction and spiral in standards for remediation and extension.

Exit Tickets can help me know if the next day of class instruction should be used for a whole class reteach, or if I can do
small group instruction.

Open-ended responses will allow me to see the depth at which students are conceptualizing the texts we are reading.

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Unit Plan (K-12) Template 3
Stage 2b: Summative Assessment for this Unit

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Unit Plan (K-12) Template 4
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Unit Plan (K-12) Template 5
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Unit Plan (K-12) Template 6
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Unit Plan (K-12) Template 7
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Unit Plan (K-12) Template 8
Stage 3: Learning Plan

Learning Plan (Activities and Resources):

Day 1 Today I will read AP Prose essays and write their main features, so Do Now
that I can understand the structure of the AP test. I know Ive got it Review of AP Test Format
when I can create a one-pager of the test. Review Essay Rubric
Read Prose anchor papers
Create one-pager of prose
essay
Day 2 Today I will read test passages independently, so that I can Explanation of Diagnostic
demonstrate my mastery of certain skills. Purpose
Diagnostic Exam
Wuthering Heights Introduction
Day 3 Today I will read texts by Sandra Cisneros and write a complete, Data Review
concise thesis, so that I can analyze the texts most significant Prose Prompt Analysis
features for its theme. TWIST Strategy
Model and Thesis Practice

Day 4 Today I will read various prose passages and write their main Wuthering Heights Quiz
features, so that I can analyze each and create a thesis. I know I Review TWIST
have it when I can outline an essay for one of the examples. 4 Twist Stations
Essay Outline

Day 5 Today I will read a prose text and answer multiple choice questions, Eleven Quiz
so I can analyze the text for the development of characters. I know I Essay Outline
have it when I can compose an essay that has a strong thesis and Practice Prose Essay
describes the use of two literary devices.

Day 6 Today I will read a prose passage and write its main features, so Review essay outline
that I can compose a well-organized analysis essay about the text. I Essay Writing
know Ive got it when my essay discusses irony and theme. Peer Review

Day 7 Today I will read a prose passage of my choice and write its main Timed Writing
features so that I can compose a well-organized analysis essay Intro to Critical Theory
about the text. I know Ive got it when my essay discusses irony and
theme.

Day 8 Today I will read a sample essay, so that I can compose a prose Salvador Late or Early
analysis essay. I know I have it when my essay discusses theme Sample Essay Breakdown
and irony. Revise and Edit SLoE Essay

Day 9 Today I will participate in centers, so that I can make inferences Intro to The Stranger
about literary elements. I know Ive got it when Ive practiced my Prose Data Stations
weaknesses.

Day 10 Today I will write about authors style, so that I can compose a clear Practice essay components
thesis about the text. I know Ive got it when I can fill in the blanks of
an essay.

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Unit Plan (K-12) Template 9
Day 11 Today I will write about authors style, so that I can compose a prose Prose Essay Practice
analysis essay. I know Ive got it when I have a clear thesis and my
essay analyzes theme and irony.

Day 12 Today I will write about authors style, so that I can compose a prose Practice essay components
analysis essay. I know Ive got it when I have a clear thesis and my
essay analyzes theme and irony.

Day 13 Today I will read test passages and write an essay independently, so District Common Summative
that I can demonstrate my mastery of prose analysis. Assessment

Day 14 Today I will read a prose passage and write about its main features, Review of Pre-20th century
so that I can analyze how authors in Pre-20th century use language writing and social issues
to craft their message. Read and analyze text

Day 15 Today I will read a prose passage and write about its main features, Read and Analyze text
so that I can analyze how authors in Pre-20th century use language Thesis Practice
to craft their message.

Day 16 Today I will read a prose passage and write about its main features, Essay development
so that I can analyze how authors in Pre-20th century use language
to craft their message.

Day 17 Today I will read test passages and write an essay independently, so District Common Summative
that I can demonstrate my mastery of prose analysis. Assessment

Other Notes/Handouts/Rubrics:
Rubric for Writing

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Unit Plan (K-12) Template 10
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Unit Plan (K-12) Template 11
Essay Outline Template

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Unit Plan (K-12) Template 12