Professional Documents
Culture Documents
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:
RO 1 Students will have read works from several genres and periodsfrom
the 16th 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
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 at multiple levels. They will begin to develop the
type of academic vocabulary that will help them in long-term academics through high school and college.
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 of their choosing in which they persuasively give their interpretation of a work.
Students will also apply a literary criticism to a text from the four theories discussed in class.
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.
The purpose of a literary analysis essay is to carefully examine and sometimes evaluate a work of literature
or an aspect of a work of literature. As with any analysis, this requires you to break the subject down into its
component parts. Examining the different elements of a piece of literature is not an end in itself but rather a
process to help you better appreciate and understand the work of literature as a whole.
Select a short story and complete a close reading of that text. Look at such things as thematic meaning,
style, the writers preoccupations, etc. Then apply a critical perspective/theory weve discussed to their
writing. You are doing an in-depth analysis of the writers style and an application of a perspective. Your
essay must:
1. Your essay must cover the topic you are writing about.
2. Your essay must have a central idea (stated in your thesis) that governs its development.
3. Your essay must be organized so that every part contributes something to the readers understanding of
the central idea.
Day 1 Today I will read about literary criticisms and write their main The Stranger Quiz
features, so that I can analyze a passage through a lit crit Intro to Literary Criticism
lens. I know I have it when I have an can analyze an excerpt Feminism Deep Dive
of The Awakening. Close Read with excerpt
from The Awakening
Day 2 Today I will write about authors style, so that I can compose a Prose Essay Practice
prose analysis essay. I know Ive got it when I have a clear
thesis and my essay analyzes theme and irony.
Day 3 Today I will listen to a lecture on Psychoanalysis and write Repetition on Feminism
notes, so that I can analyze a text with a psychoanalytic lens. Notes
I know I have it when I can determine the manifestation of id,
ego, and superego.
Day 4 Today I will listen to a lecture on Marxism and write notes, so Repetition on Feminism and
that I can analyze a text with a Marxist lens. I know I have it Psychoanalysis Notes
when I can determine the significance of class in literature Review of 1st Nine Weeks
quotes. Slaughterhouse Five Intro
Marxism on Chromebooks
Day 5 Today I will listen and read about literary criticisms, so that I Repetition on
can analyze a text through a Critical Race Literary criticism Psychoanalysis and
lens. I know I have it when I can comment how race affects a Marxism Notes
text. Critical Race Literary
Criticism Lecture
Guided Practice
Day 6 Today I will listen and read about literary criticisms, so that I Notes Repetitions
can analyze a text through critical lenses. I know I have it Literary Criticism Stations
when I can analyze one text through multiple lenses.
Day 7 Today I will read a sample essay and write its strengths and Lit Crit Check for
weaknesses, so that I can analyze the components of a Understanding
persuasive literary analysis. Intro to Critical Theory
Reading Day
Day 8 Today I will discuss a text and present my groups findings Literary Criticism review
from a literary criticism lens, so that I can evaluate analyses at Timed text analysis
multiple levels. I know I have it when I can create questions Group discussion and
for other groups. planning
Presentations
Reflection
Day 9 Today I will write a literary analysis essay, so that I can MLA citation Focus Lesson
develop a persuasive argument for my interpretation of the Essay outline
text. I know I have it when I can cite in MLA format. Essay development
(computer lab)
Day 10 Today I will write a literary analysis essay, so that I can Essay development
develop a persuasive argument for my interpretation of the (computer lab)
text. I know I have it when I have a thesis and specific text Peer feedback
evidence. Writing Conferences
Other Notes/Handouts/Rubrics:
Rubric for Writing
Thesis is a
Thesis
plausible Thesis Thesis not
Argument is presents a
argument; demonstrates evident; thesis
Thesis clearly articulated reasonable
contains a misunderstanding is a fact or plot
and persuasive, opinion,
legitimate of the prompt or summary;
8 points contains an argument is
opinion, but text thesis not in
total original opinion clear and
somewhat correct position
8 points focused
broad and 2 points 0 points
6 points
basic