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Instructional Planning: Unit Plan (K-12) Template

Unit Title: Literary Criticism Unit Subject/Course: AP English Literature


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 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

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

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Unit Plan (K-12) Template 1
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 courses in many disciplines, including English
Understandings: Essential Questions:
Students will understand that
What are the lenses with which we can
Authors are deliberate about how they write and
analyze a text?
what they include in their work.
It is important to read with a critical lens to How do these lenses impact our
understand biases that may be present in a text. interpretations?
It is critical to write with a purpose and with the
knowledge of your audience.

Students will know Students will be able to


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

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 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.

John Hopkins University School of Education


Unit Plan (K-12) Template 2
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

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.

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

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.

John Hopkins University School of Education


Unit Plan (K-12) Template 4
Stage 3: Learning Plan

Learning Plan (Activities and Resources):

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

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Unit Plan (K-12) Template 5
Day 11 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 Final draft due
evidence.

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

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Unit Plan (K-12) Template 6
4 points
Background Background
Background Background Background
information about information
Author information information about information
the author is about the
Context about the the author is about the
specific and author is
author adds present, but author is
enhances present and
16 points to argument incorrect or not missing
persuasion of the relevant to
total relevant
essay thesis and text
12 points 4 points 0 points
16 points 8 points
Analysis is
Creative/original
believable
ideas and
and Analysis Analysis
insights; Ideas lack
convincing, a supports your not present
extensive development;
Close few argument, but simply plot
commentary misunderstanding
Reading assertions ideas are summary
based on apt, of prompt or text;
Analysis may lack obvious and Analysis
specific text illogical argument;
specific basic; mostly does not
evidence, some paraphrased
32 points examples, but paraphrased address the
refreshing; goes references
total assertions are references prompt
beyond obvious
still clearly
and basic 8 points
connected to 16 points 0 points
commentary
the argument
32 points
24 points
Analysis is
Creative/original
believable
ideas and
and
insights; Analysis
convincing, a
extensive supports your Analysis not
few Ideas lack
Criticism commentary argument, but present simply
assertions development;
Application based on apt, ideas are summary of
may lack misunderstanding
specific text obvious and main points of
specific of criticism
32 points evidence, basic; mostly criticism
examples, but
total refreshing; goes paraphrased
assertions are 8 points
beyond obvious references 0 points
still clearly
and basic 16 points
connected to
commentary
the argument
32 points
24 points
Minor problems
with coherence,
Major spelling,
grammar,
grammar,
Effective spelling, Several distracting
punctuation
Mechanics punctuation; punctuation, problems with
errors; distracts
and Perfect! (or 1 or 2 close to but does not spelling, grammar,
and interferes
Conventions minor errors) perfect; Minor interfere with punctuation,
with
if any error in the coherence; MLA
understanding
8 points 8 points MLA citations understanding citations incorrect
of paper; MLA
total of paper; MLA
citations
6 points citations are 2 points
nonexistent
present and
0 points
mostly correct
4 points
Formatting None of the One of the Two of the Three of the Four of the

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Unit Plan (K-12) Template 7
following are following are following are following are following are
4 points formatted formatted formatted formatted formatted
total incorrectly: incorrectly: incorrectly: incorrectly: incorrectly:
Font size Font size Font size Font size Font size
Font type Font type Font type Font type Font type
Line spacing Line Line Line spacing Line
Margin space spacing spacing Margin space spacing
Works Cited Margin Margin Works Cited Margin
Page space space Page space
4 points Works Works 1 point Works
Cited Cited Page Cited Page
Page 2 points 0 points
3 points

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Unit Plan (K-12) Template 8

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