Digital Unit Plan Template

Unit Title: What is Freedom? Exploring the Idea of Freedom Through Name: Christopher Shaw
Literature
Content Area: English Language Arts Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):

Key Ideas and Details

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.

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.
(Include Shakespeare as well as other authors.)

3. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

4. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Big Ideas/Unit Goals:

Essential question: What is freedom and how do we define it? Students will discuss different ways freedom or liberation is
expressed through literature and how the use of language plays a determining role in how we frame the various definitions of
freedom. Students also reflect on how culture affects perceptions of freedom and the multiple perspectives or responses to issues
associated with freedom.

1.) From close reading, students will be able to make inferences and draw conclusions based on textual evidence.
2.) Students will be able to evaluate the language choices of a literary text and examine background knowledge to determine the overall purpose,
main idea, or theme of the work.
3.) Students will explain, synthesize and support their claims by connecting word choices and ideas expressed in the text to their own interpretative
responses.

Unit Summary:

Students will determine the theme or main purpose of Kate Chopin’s short story “The Story of an Hour” and Martin Luther King’s
speech “Beyond Vietnam: A Time to Break Silence” and how they relate to the concept of freedom or liberation. The essential
question of this unit is what is freedom and how do we define it? With this question in mind, students will evaluate and compare
the different perspectives in relation to the idea of freedom and liberation. Students will brainstorm, respond to higher-order
thinking questions, interpret themes, and provide a small group presentation on how the language choices of certain text invoke
particular interpretations in an audience or reader.

Assessment Plan:
Entry-Level: Brainstorming, anticipation Formative: In-class discussions (Think- Summative: Multiple choice and short
guide, discussions in response to video, Pair-Share), graphic organizer, notes in answer exam, along with a small group
response to questions. journal. presentation.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities: The teacher gives a lecture presentation to activate prior
Objective: (Assessments): knowledge, as well as show a brief video clip describing women’s lives in the 19th
From close reading, Students activate prior century. Students then fill out an anticipation guide about women’s roles in 19th
students will be able to knowledge through century America and discuss their responses with a partner. The teacher also scaffolds
make inferences and brainstorming, close reading instruction, as the class reads the first page of the story together.
draw conclusions based responding to questions, Students engage in Think-Pair-Share discussions while responding to particular
on textual evidence. and learn about questions associated with the text. Students take notes when working with groups and
backgrounds of each examine their conclusions based on textual evidence. Students then share their
writer or speaker. findings with the rest of the class.
Students respond to
questions pertaining to
the text before, during,
 and after reading.

Students engage in
small and whole class
discussions (think-pair-
share instructional
strategy).
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students activate prior Students complete a webercise, developing background knowledge and
Students will be able to knowledge through compare/contrast similarities and differences between women’s rights and the civil
evaluate the language brainstorming, rights movement. Students explore what would be discussed if Kate Chopin and Martin
choices of a literary text responding to questions, Luther King Jr. were to have a dinner together. After the webercise, students
and examine background and learn about brainstorm ideas about Vietnam and civil rights during the 1960’s. Students then
knowledge to determine backgrounds of each respond to questions pertaining to Martin Luther King’s speech “Beyond Vietnam: A
the overall purpose, main writer or speaker. Time to Break Silence. In a Think-Pair-Share activity, students discuss the main
idea, or theme of the Students respond to purpose of the speech.
work. questions pertaining to
the text before, during,
and after reading. They
analyze word choices and
phrases to determine the
theme.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students participate in Students complete a graphic organizer focused on women’s rights in the 19th century to
Students will explain, partner, small group, activate prior knowledge. Students work on a graphic organizer to help them inform
synthesize and support and whole class about different perspectives of women and minorities. Students divide into jigsaw
their claims by discussions. Students reading groups based on literature circles, where each group reads aloud their
connecting word choices give a small group interpretative theme responses. Students write down their responses and share how
and ideas expressed in presentation on a the graphic organizers help them form their interpretations. Members of each group go
the text to their own literary work discussed up to the whiteboard and write striking phrases, word choices, or interesting imagery
interpretative responses. in class based on their that evokes a sense of freedom, liberation, or lack thereof. In the following class,
interpretative response groups present their interpretations in a well organized presentation.
 to theme based on
textual evidence.
Unit Resources:
Kate Chopin’s short story “The Story of an Hour”
Women in the 19th century: Crash Course US history #16 (YouTube)
Martin Luther King Beyond Vietnam: A Time to Break Silence
Timeline for Women’s Rights – Digital History
America’s Civil Rights Timeline

Useful Websites:

YouTube
Webquest
Kate Chopin's "The Story of an Hour"
Martin Luther King's Speech "Beyond Vietnam: A Time to Break Silence”
Popplet
Timeline for Women's Rights - Digital History
America's Civil Rights Timeline
Quizlet