I. a.

Title of Unit Literary Lenses

b. Grade 10th

c. Subject English—Reading—Literary Theory

d. Duration of Unit 2 weeks

e. Rationale This unit will give students an introduction to four literary

theories. This information will help them produce better
analysis papers and become better literature analyzers in
general, as they will have a foundation on which they can
build. It will also build upon prior knowledge of literary
terms, figurative language, and even historical and scientific
knowledge. At the end of the unit, the students will produce
a literary analysis paper that analyzes “There Will Come
Soft Rains” through two theories of their choice. They will
also compare and contrast how these theories interact with
the literature in their essay. Because this unit handles
context from history and science, it would make a great
multi-disciplinary unit that the English, Science, and History
teachers could all work on together to make a cohesive two
weeks of instruction across three subjects.

II. Essential Question

What 1 question or problem Is there a correct way to analyze literature, and if so, what is
focuses the unit? that way?

III. Learning Goals/Objectives Students will…

(2-3 using Bloom’s Taxonomy)
#1: Know the basic pillars of these four literary theories:
Marxism, new historicism, reader-response, and formalism.
2.0 Understand: Differentiate between the four literary
theories by completing a sorting puzzle.
3.0 Apply: Write single-paragraph summaries of how each
literary theory interacts with “There Will Come Soft Rains”
in their journals.
4.0 Analyze: Compare and contrast Marxism with New
Historicism using one double bubble chart and Reader-
Response Theory with Formalism using a second double
bubble chart.
#2: Correctly access and apply prior knowledge when
analyzing literature.

IV. Unit Assessment
8-10 questions per learning goal
V. Unit Performance Task
How will students demonstrate
mastery?
VI. Daily Goals and
Assessments
VII. Reading Strategies
What reading strategies will be
used to help students interact with
or deepen understanding of new
knowledge?
2.0 Understand: Explain how personal experiences affect
personal understanding of the literature in small group
discussions.
3.0 Apply: Write a 1-2 paragraph explanation on how
“There Will Come Soft Rains” could change if Bradbury’s
historical influence had been different. For the new
historical influence, choose from the Krakatoa eruption, the
Great Depression, or the Vietnam War.
4.0 Analyze: Categorize quotes from “There Will Come
Soft Rains” by the type of figurative language used.
#3: Analyze “There Will Come Soft Rains” using New
Historicism, Marxism, Formalism, and Reader-
Response theory.
2.0 Understand: Differentiate between the effects of context
reliant theories and reader reliant theories.
3.0 Apply: Discover the main idea of the story using each of
the four lenses, showing how each theory changes your
view.
4.0 Analyze: Deduce what each theory revealed about the
story.
Title: Literary Theories Unit Exam
(Made by Rebecca Shaw-Fuller on Google Forms)
https://forms.gle/2NbC2Dm1avPT3iZ18
See Appendix A
Title: Literary Analysis Paper
See Appendix B
See Appendix C
(Template in Appendix C)
1. Think-Alouds (From UED 444): TTW model the
application of the theory of the day by reading a few
selections and analyzing the selection of text using that
theory. This will help aid metacognition for the students.
2. Question-Answer Relationships (From UED 444):
TTW ask layers of comprehension questions. First, a “Right

VIII. Engaging Strategies
How will you engage students in
the learning process?
IX. Differentiating Instruction
There” question has an answer that is easily found in the
text. It requires no analysis. Second, a “Think and Search”
question has an answer that requires the student to make an
inference. Third, an “Author and You” question requires
students to refer back to what they know about the author
and how that impacts the story. Fourth, an “On Your Own”
question requires students to pull from their own lives,
experiences, and opinions to draw a conclusion about the
text.
1. Beach Ball Review (From UED 407 and UED 444):
TSW gently toss around a beach ball. Each segment of the
ball with have a different review question. Whichever
section their right thumb lands on is the question they have
to answer
2. Blooket: TTW conduct review before the unit exam with
on blooket.com (My CT Ms. Conrad says her students love
reviewing with Blooket and it helps keep them engaged and
learning in a fun way.)
1. Special Needs/Struggling Learners: TTW
provide printed versions of the key points
from the lesson. TTW also make and provide
an audio version of the short story so
students who struggle to read can listen to
the story.
2. Challenging Learners: Gifted and Honors
learners will write a new paragraph for the
story as we go through each new theory.
Each new paragraph addition will focus on
the theory. (New Historicism will focus on
incorporating historical context, Marxism
will focus on incorporating economic
context, Formalism will focus on
incorporating more literary elements like
figurative language, Reader-Response will
focus on incorporating a personal element)
This additional task will appeal to the highest
level of Bloom’s taxonomy: create.
3. Supporting all Learners: TSW have many
opportunities to move around through
finding partners to share with. TTW present
the material using slides with nonlinguistic
representations for visual learners and ELL
students, and orally for auditory learners.
There are also many instances in which
graphic organizers will be used for spatial
knowledge.
 V. Daily Lesson Plan See Appendix D
Day 1 (Template in Appendix D)

Appendix A
Literary Theories Unit Exam (Made by Rebecca Shaw-Fuller on Google Forms
https://forms.gle/UHZ4ZEUHLgDv68oo6) The exam is also written out below.

1. Which literary theory is based on an economic theory?

2. Which literary theory has a key phrase that "kills"?
3. Which literary theory heavily relies on literary terminology?
4. Which literary theories believe that the meaning of a work is forever changing? (Check all that apply)
a. New Historicism
b. Marxism
c. Formalism
d. Reader-Response
5. Which literary theories require research and/or academic knowledge to use? (Check all that apply)
a. New Historicism
b. Marxism
c. Formalism
d. Reader-Response

6. When using sources in an analysis paper, I should always do what?

(Check all that apply)
a. Avoid using quotes over three lines long
b. Cite my sources
c. Find sources that already agree with me
d. Include an explanation for every quote
7. When referencing personal experiences in a Reader-Response literary analysis, you need to do what?
a. Place all of your experiences in quotation marks
b. Cite yourself like you would an academic source
c. Find someone who has that same experience to cite
d. State that it is specifically your experience
8. Formalism comes from which two countries?
a. Russia and Poland
b. Albania and Macedonia
c. France and Spain
d. Belarus and Ukraine
9. In which decade does New Historicism first appear?
a. 1960s
b. 1970s
c. 1980s
d. 1990s
10. Reader-Response Theory dominated literary criticism in which country?*
a. Russia
b. Canada
c. United States of America
d. England
11. If I want to analyze a work of literature through a Marxist lens, I would want to access prior
knowledge and research about what?
a. Environment
b. Military
c. Political climate
d. Economy
12. When applying prior knowledge to literary analysis, I should always make sure to do what?*
a. Check if my information is right
b. Ask a friend if they agree with me
c. Start every sentence with "I believe"
d. Analyze the morality of my beliefs

13. What type of figurative language does Bradbury use in the following quote?

"The house gave ground as the fire in ten billion angry sparks moved with flaming ease from room to
room and then up the stairs."
a. Simile
b. Personification
c. Metaphor
d. Onomatopoeia

14. In 3-5 sentences, explain how accessing prior knowledge helps you analyze literature.

15. In 2-4 sentences, explain a personal experience or belief that shaped your understanding of "There
Will Come Soft Rains"

16. In 2-4 sentences, explain how a natural disaster could influence an author.

17. In 3-5 sentences, identify and explain the impact of the economic class of the family in "There Will
Come Soft Rains."

18. In 3-5 sentences, explain the importance of Sara Teasdale's poem "There Will Come Soft Rains" in
the story of the same name.

19. In 3-5 sentences, analyze the following quote using Marxist theory.

"The fire crackled up the stairs. It fed upon Picassos and Matisses in the upper halls, like delicacies,
baking off the oily flesh, tenderly crisping the canvases into black shavings."

20. In 3-5 sentences, analyze the following quote using Reader-Response theory.
"The dog frothed at the mouth, lying at the door, sniffing, its eyes turned to fire. It ran wildly in circles,
biting at its tail, spun in a frenzy, and died. It lay in the parlor for an hour."

21. In 3-5 sentences, analyze the following quote using Formalist theory.

"At eight-thirty the eggs were shriveled and the toast was like stone. An aluminium wedge scraped them
into the sink, where hot water whirled them down a metal throat which digested and flushed them away to
the distant sea. The dirty dishes were dropped into a hot washer and emerged twinkling dry."

22. In 3-5 sentences, analyze the following quote using New Historicism.

"Ten o'clock. The sun came out from behind the rain. The house stood alone in a city of rubble and ashes.
This was the one house left standing. At night the ruined city gave off a radioactive glow which could be
seen for miles."

23. In 3-5 sentences, analyze the following quote using Reader-Response theory.

"In the kitchen the breakfast stove gave a hissing sigh and ejected from its warm interior eight pieces of
perfectly browned toast, eight eggs sunny side up, sixteen slices of bacon, two coffees, and two cool
glasses of milk."

24. In at least 5 sentences, identify and explain which literary theory you found to be the most helpful in
analyzing "There Will Come Soft Rains."

Appendix B
Literary Analysis Paper
Assignment: Write a 5 paragraph analysis paper on “There Will Come Soft Rains”
Steps:
1. Choose 2 literary theories we are covering in class.
2. Analyze “There Will Come Soft Rains” using those two theories. We will be doing this in
class, so take notes, and I encourage you to build on what we do in class.
3. If necessary, find sources. If you have chosen New Historicism or Marxism, you will
most likely need to find sources. Remember: anything that is not common knowledge
must have a source and citation.
4. Write 1 paragraph each analyzing the story through your theories (2 paragraphs total)
5. Write 1 paragraph comparing and contrasting both of your theories and how they impact
your analysis.
6. In class, we will write an introduction paragraph.
7. Write a conclusion paragraph.
8. Make a Works Cited page if you used sources.
9. Proofread and edit your paper for errors in spelling and grammar as well as for clarity.
 Note: If you need help with any of these steps, please email Ms. Shaw-Fuller or come speak
to her before or after class, or during lunch. There will also be time to ask questions about the
assignment in class. Remember: there is no such thing as a silly question! You got this!

Appendix C
Daily Content Goals and Assessments (for additional days, copy and paste below)

Day 1 Day 2 Day 3

Literary Theory New Historicism New Historicism

Lesson Plan Title Deep Dive and Bradbury

#1 Understand the #1 Interpret “There

background of New Will Come Soft
#1: Define the four
Historicism. Rains” through a
learned literary
New Historicist lens.
theories. 2.0 Understand:
Explain how New 2.0 Understand:
2.0 Understand: Give
Historicism could aid Summarize “There
examples of how
our understanding in Will Come Soft
each literary theory
small group Rains,” focusing on
would impact
discussions. the historical aspects.
analysis.
3.0 Apply: Use New 3.0 Apply: Ascertain
Learning Goal 3.0 Apply: Predict
Historicism to the effects of WWII
how the four learned
interpret the on the people alive at
literary theories
beginnings of New the time.
might impact a sci-fi
Historicism. How did
story. 4.0 Analyze: Detect
the 1980s impact the
creation of the quotes from “There
4.0 Analyze: Identify
theory? Will Come Soft
the relationships
Rains” that point
between the four
4.0 Analyze: Graph towards how the
learned literary
the timeline of New atomic bomb
theories.
Historicism and how influenced Bradbury.
it came to be.

Formative Literary Theories and Turn in the timeline Postcard: Students

Assessment Bradbury quiz (Made in person for teacher will write a postcard
by Rebecca Shaw- review from the pov of a
Fuller) survivor in “There
 Will Come Soft
Rains” to the creators
of the atomic bomb.

Day 4 Day 5 Day 6

Marxism Deep Dive Marxism and Formalism Deep

Lesson Plan Title Bradbury Dive

Learning Goal #1 Understand the #1 Interpret “There #1 Understand the

background of Will Come Soft background of
Marxism. Rains” through a Formalism.
Marxist lens.
2.0 Understand: 2.0 Understand:
Explain what led Karl 2.0 Understand: Summarize the
Marx to come up Clarify how Marxism origins of Formalism.
with his economic can be used with
ideals. “There Will Come 3.0 Apply:
Soft Rains” with no Demonstrate how one
3.0 Apply: Explore living human of the following
how Marxism characters. (figurative language,
transferred from setting, genre,
economics to 3.0 Apply: Classify characters) affects
literature. Ray Bradbury’s understanding of
economic class and literature. (This is to
4.0 Analyze: the economic class of be done in Jigsaw
Compare and the family from groups of 4
Contrast Marxism “There Will Come students. Each
and New Historicism Soft Rains.” student in the group
with a double bubble will be assigned a
graph. 4.0 Analyze: Break different literary
down “There Will element. They will
Come Soft Rains” have time to
using Marxist theory. research/think as
homogeneous topic
groups before
coming back to their
heterogeneous
group and sharing
their findings.)
 4.0 Analyze:
Compare and contrast
formalist ideals with
the ideals of “context
first” literary theory
with a Venn diagram.

Turn in the double Drop Box: Students Exit Ticket: Students

bubble graph in will write and drop will write down one
person for teacher index cards into thing they learned
Formative review boxes labeled “Got from each group
Assessment it!” “I’m not so sure.” member during the
And “I need help.” Jigsaw activity.
This serves as a mid-
unit check-in.

Day 7 Day 8 Day 9

Formalism and Reader-Response Reader-Response and

Lesson Plan Title
Bradbury Deep Dive Bradbury

#1 Interpret “There
Learning Goal Will Come Soft #1 Understand the #1 Interpret “There
Rains” through a background of Will Come Soft
Formalist lens. Reader-Response Rains” through a
theory. Reader-Response
2.0 Understand: lens.
Explain why you 2.0 Understand:
would exclude all Discuss the meaning 2.0 Understand:
context from a behind the phrase Elaborate on the use
discussion on “There “The Death of the of Reader-Response
Will Come Soft author.” theory for “There
Rains.” Will Come Soft
3.0 Apply: Use the Rains.”
3.0 Apply: Graph the tenants of Reader-
setting, characters, Response theory to 3.0 Apply: Use
and genre, as well as respond the Reader- Reader-Response
examples of similes, Response theory. theory to write your
metaphors, and How do you feel response to “There
personification in about it? What Will Come Soft
“There Will Come experiences do you Rains.” What
Soft Rains.” have that forms your experiences do you
opinion of this idea? have that inform your
 4.0 Analyze: opinion? How does
Compare and contrast your identity (gender,
4.0 Analyze: Formalism and nationality, race, etc.)
Examine the Reader-Response inform your opinion?
relationships between theory with a double
the figurative bubble graph. 4.0 Analyze:
language and the Compare and contrast
meaning of “There your response with
Will Come Soft the responses of your
Rains.” classmates. Discuss
what it could mean
for a formal analysis
to have a multitude of
responses.

3-2-1: Students will Turn in the double Blooket: TSW

write three things bubble graph in conduct a brief, but
they learned, two person for teacher summative
things they would review. assessment via
Formative like to know more Blooket. This
Assessment about, and one assessment will serve
question they have as a review before the
about the lesson. unit exam.

Day 10

Lesson Plan Title Let’s Talk Essay

Learning Goal #1 Write an

introduction
paragraph for your
analysis essay.
2.0 Understand:
Elaborate on why you
chose the theories
you chose.
3.0 Apply: Use your
elaboration to fill out
the introduction
paragraph
worksheets.
4.0 Analyze: Break
 down each element of
your introduction
paragraph to discover
its purpose in the
introduction.

Turn in the
introduction
paragraph worksheet
on Canvas for teacher
review.
Formative
Assessment

Appendix D
Daily Lesson Plan (Day 1)

Introduction

Title of Lesson: Introduction to Literary Theory

Subject: English Literature - Reading

Date: 1/15/23

Essential Question/ Why are there so many ways to analyze literature?

Big Idea

Learning Goal: #1 Define the four learned literary theories.

2.0 Understand: Give examples of how each literary theory would
impact analysis.
3.0 Apply: Predict how the four learned literary theories might
 impact a sci-fi story.
4.0 Analyze: Identify the relationships between the four learned
literary theories.

Anticipatory Set: Write, Pair, Share

Activates Prior Knowledge TSW answer: “How should you analyze literature?” pair with their
neighbor, and share what they wrote and why.

(This relates to the essential question of this lesson and the unit.
This is placed in the evaluate tier of Bloom’s taxonomy. TSW
revisit this question throughout the unit to see how their
opinions are developing. There is no right answer to this
question as there are many valid ways to analyze literature. The
heart of analysis is textual evidence and reasoning. As long as
you have that, you can analyze in almost any way you want.
Every way of analysis reveals a new facet of the literature.)

Direct Instruction: TTW orally present these slides made by Rebecca Shaw-Fuller:
https://www.canva.com/design/DAF1ey22TCI/view
Links to unit

Incorporates higher-level
TTW give a general overview of four literary theories:
thinking
New Historicism—historical context is everything, believes that the
time and place in which literature was written always affects the
literature
Marxism—Named after Karl Marx’s economic theories, believes
economic context is everything, believes authors and characters
cannot escape their class.
Reader-Response—Cares about the reader only, “Death of the
Author,” based in experience rather than analysis, opposite of
Formalism.
Formalism—Looks at the work as a whole, looks at the structure and
elements of the work, does not care about outside influence, opposite
of Reader-Response theory.
TTW introduce Ray Bradbury and provide the students with general
biographic information as well as what he was known for in the world
of literature.
Ray Bradbury—1920-2012, wrote 50 books, over 400 short stories,
and an assortment of plays, poems, operas, and screenplays. Known
for his science fiction, studies of the future, and social commentary.
TTW introduce the reading for the unit, “There Will Come Soft

Guided Practice:
Engages students in the
learning process
Independent Practice:
Allows students to practice
with new knowledge
Formative Assessment:
Assesses mastery of daily
learning goal
Rains,” and provide some background information on the creation of
the story.
“There Will Come Soft Rains”—Published May 6, 1950, Science
Fiction, set in California in the future after nuclear warfare, named
after a lyric poem by Sara Teasdale of the same name from 1918.
TTW inform the students that at the end of the unit, the students will
have analyzed the story through all four theories and written a 5
paragraph paper analyzing it through two theories of their choice.
TTW go to the word splash slides. It has these words: (New
Historicism, Marxism, Formalism, Reader-Response, Literature,
Author, Context, Bradbury, Analysis, Theory, Glasses, Experience,
Science Fiction)
TTW explain how you could draw connections between some of
these words (New Historicism and Marxism both rely on context,
Authors write Literature, Theories are like Glasses) and then ask if
students see any connections between the words on the slide.
TTW then focus on relationships between science fiction and the four
theories (New Historicism, Marxism, Formalism, Reader-Response).
As an example, TTW explain how new historicism might impact a
science fiction story.
TSW share any additional thoughts they may have about how New
Historicism and science fiction could interact.
TSW then find connections between science fiction and the other
three theories, predicting how the theories could impact a science
fiction story.
(This exercise is all about identifying relationships. It is likely that the
students have not heard of these theories, so making connections will
help them build a frame of reference for these new terms.)
Literary Theories and Bradbury Quiz (Made by Rebecca Shaw-Fuller
https://forms.gle/Sb4LHTSqHQ6PFjDe9 )
Which theory is based in economics?
Which theory did the phrase “Death of the Author” come from?
Which theory believes in the importance of historical context?
Which theory is all about the structure of the work?
What genre was Ray Bradbury known for?
Write a revised definition of literary theory.
In 1-2 sentences, explain how literary theories are like glasses.
In 2-3 sentences, identify another object or thing that is like literary
theories and explain how you made the connection. (You will be
graded on your reasoning, not your selection)
In 2-3 sentences, explain which literary theory you believe would be
 the most helpful in analyzing literature (You will be graded on your
reasoning, not your selection)
In 2-3 sentences, compare and contrast Reader-Response theory and
Formalist theory.
TSW revisit the Write-Pair-Share question from the beginning of the
Closure: lesson and see if their opinion has changed at all.
Links to learning goals