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Unit Plan Template
Unit Plan Template
ENG 480
Hays
3 November 2014
American Romanticism
ENDURING OUTCOMES
Students will know the themes of American Students will utilize elements and devices
Romanticism.
to compose original pieces of creative
writing.
Students will recall the elements and
devices used by Edgar Allan Poe, Walt
Students will analyze and justify the
Whitman, Washington Irving, and Emily
relationship between two of the authors and
Dickinson.
American Romanticism.
Classroom Discussion
ESSENTIAL QUESTIONS
What Essential Question lies at the heart of
What Essential Question addresses an
this assignment and the purpose of
important concept of philosophical issue?
learning?
What is American Romanticism?
11-12.RL.2
Measurable/Observable
Learning Objectives
Students will be able to
describe American
Romanticism.
Instructional
Strategies/Tasks
Differentiation
Prezi on American
Romanticism
Guided notes
Day 2
Intro Edgar Allan Poe
EAP Tell-Tale Heart
Annotate in class Gothic
Horror elements
11-12.RL.2
11-12.RL.4
Day 3
Edgar Allan Poe The
Cask of Amontillado
Annotate on own or 2-4
Day 4
Edgar Allan Poe The
Raven
Annotate on own or 2-4
Class Discussion: Prep
for In Class Writing
11-12.RL.2
11-12.RL.4
11-12.RL.2
11-12.RL.4
11-12.RL.9
Day 5
Gothic Horror
Emulation
Notebook Check for
Annotations and Notes
11-12.RL.2
11-12.RL.9
11-12.W.3
Day 6
Intro Walt Whitman
Walt Whitman Song of
Myself Excerpt
Annotate in Class Free
Verse/Whitman devices
11-12.RL.2
11-12.RL.4
11-12.RL.9
Day 7
Walt Whitman Leaves of
Grass Excerpt
Annotate on own or 2-4
11-12.RL.2
11-12.RL.9
Day 8
Walt Whitman Leaves of
Grass Excerpts Pt. 2
Annotate on own or 2-4
Day 9
Walt Whitman Out of
the Cradle Endlessly
Rocking
Annotate on own or 2-4
Class Discussion: Prep
for In Class Writing
11-12.RL.2
11-12.RL.4
11-12.RL.2
11-12.RL.4
11-12.RL.9
Day 10
Free Verse Emulation
Notebook Check for
11-12.RL.2
11-12.RL.9
11-12.W.3
Day 12
11-12.RL.2
Irving Rip Van Winkle 11-12.RL.9
Annotate on own or 2-4
Day 13
Intro Emily Dickinson
#340, #479, #620,
#656
Annotate in Class
Dickinson Devices
11-12.RL.2
11-12.RL.4
11-12.RL.9
Day 14
Emily Dickinson
#764, #1263,
#1668, 1773
Annotate on own or 2-4
Class Discussion: Prep
for In Class Writing
11-12.RL.2
11-12.RL.4
11-12.RL.9
Day 15
Irving or Dickinson
Emulation
Notebook Check for
Annotation and Notes
11-12.RL.2
11-12.RL.9
11-12.W.3
Notebook check.
Prezi about Washington
Irving
Annotate Rip Van
Winkle excerpt
together as a class.
Start annotating on own
or in groups of 2-4.
Finish annotating Rip
Van Winkle on own or
in groups of 2-4.
Discuss the similarities
and differences between
Irving and Poe.
Prezi about Emily
Dickinson.
Annotate #269
together as a class.
Annotate 320, 340, 479,
620, 656 on own or in
groups of 2-4.
Annotate 706, 764,
1263, 1668, 1773 on
own or in groups of 2-4.
Review and discuss
traits of both Irving and
Dickinson to prepare for
tomorrow.
Students will write
either a short story
emulating Irvings style
or a poem emulating
Dickinsons style.
Notebook check.
Day 16
11-12.RL.1
Handout assignment
sheet for culminating
Romanticism essay.
Talk about essay,
Romanticism Essay
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11-12.W.2
11-12.W.5
11-12.W.10
expectations, etc.
Prewriting Activity
(Brainstorming)
Share with shoulder
partner
Write outline of paper.
Day 17
Romanticism Essay
Day 18
Romanticism Essay
Day 19
Romanticism Essay
Day 20
Romanticism Essay
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11-12.W.2
11-12.W.5
11-12.W.10
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11-12.W.2
11-12.W.5
11-12.W.10
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Standards Used
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 matter uncertain. (11-12.RL.1)
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. (11-12.RL.2)
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (11-12.RL.4)
Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century
foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics. (11-12.RL.9)
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.
a. Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting, graphics, and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
(11-12.W.2)
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of view,
and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
Place them back in English class by reminding them what theyve already completed for
their paper and what they still need to complete (peer evaluation, revision, and final turn
in on Friday). Today is workshop day.
Task/Activity
Students will get into groups of three or four. Once they are sitting with their groups, each
person will pass their paper to the person on their right. Each person in the group will fill
out the peer feedback paper that has guiding questions for them to focus on as a reader, as
well as check for sentence-level issues as well. Each paper should get at least two
readers. If a group has more time, a third reader is encouraged. If a group is able to
complete that, I will go over and make sure that their feedback is detailed and useful.
Closing
Students are reminded to use their peers feedback in their revision stage as well as
encouraged to challenge themselves and their writing to make it better. Reminder that
tomorrow is a work day to begin typing up their revisions and final draft.
Rubric
CATEGORY
________________________________________
Organization
Focus on
Assigned Topic
Spelling and
Punctuation
Characteristics