Unit 4: Archetypal/Psychoanalytical/Formalist Criticisms
Content Area/Course: World Literature
Pacing: 17 days
Stage 1- Desired Results
Common Core State Standards Addressed in this Unit
RL.12.1
RL.12.2
RL.12.2
RL.12.3
RL.12.4
RL.12.4
RL.12.5
RL.12.6
RL.12.7
RL.12.9
RL.12.10
W.12.3
W.12.3a.
W.12.3a.
W.12.3b.
W.12.3c.
W.12.3d.
W.12.3e.
W.12.4
W.12.5
W.12.6
W.12.7
W.12.9a.
W.12.10
SL.12.1
SL.12.1a.
SL.12.1a.
SL.12.1b.
SL.12.1c.
SL.12.1d.
SL.12.2
SL.12.3
SL.12.5
SL.12.6
L.12.1;
L.12.1a.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
Provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
Determine the meaning of words and phrases as they are used in the text.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
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.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
When writing narratives, 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.
When writing narratives, create a smooth progression of experiences or events.
When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course
of the narrative.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what
is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g.,
“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”).
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study.
Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles
as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete
the task.
Integrate multiple sources of information presented in diverse formats and media. In order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; apply the
understanding that usage is a matter of convention, can change over time, and is sometimes contested.
SL.12.4
SL.12.5
SL.12.6
L.12.1;
L.12.1a.
L.12.1b.
L.12.2;
L.12.2a.
L.12.2b.
L.12.3
L.12.3a.
L.12.4
L.12.4a.
L.12.4b.
L.12.4c.d.
L.12.5a
L.12.5b.
L.12.6
L.12.6
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; apply the understanding that
usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s
Modern American Usage) as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; observe hyphenation
conventions when writing.
Spell correctly when writing narratives.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing
flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable) when writing and speaking.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text when writing and speaking.
Demonstrate understanding word relationships, and nuances in word meanings; analyze nuances in the meaning of words with similar
denotations.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level.
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Big Idea: Some believe we are interconnected through a collective conscious; others believe we fall into a category of predetermined characters.
Essential Questions
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Enduring Understandings
Students will understand that:
What stock character types can we
identify in literature? What do these
same characters look like in the real
world in reality?
What constitutes a tragedy?
What is psychoanalysis?
How does the form of a text (drama, play,
novel) impact the message being
delivered?


Some people believe tragedies occur when
there is a misunderstanding or when people
feel trapped.
That archetypes and psychoanalysis are
used to sway personal opinion everyday.
What key knowledge and skills will students acquire as a result of this unit?
Content:
Skills:
Students will know:
Students will be able to:
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The following literary terms: archetype, psychoanalysis,
Carl Jung, Sigmund Freud, id, ego, super ego, tragic
hero, angel/guardian, prodigal son, the chosen one, blind
seer, jealous friend, trickster
Apply these terms in reference to literary and nonfiction
texts with accuracy and independence
Read a play such as Othello or Macbeth or a novel such
as Dracula, 1984, Invisible Man, Things Fall Apart and
excerpts from The Inferno.
Employ the critical perspectives to texts discussed in
class as well as independent texts used for research
project.
Engage in long-term research project by collecting notes
and data, analyzing information and assembling findings
into a report.
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


Cite strong and thorough textual evidence to support analysis
of what the text says explicitly.
Analyze the impact of the author’s choices regarding how
to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the
characters are introduced and developed).
Determine the meaning of words and phrases as they are
used in the text.
Analyze a case in which grasping point of view requires
distinguishing what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or
understatement).
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured event sequences.
When writing narratives, 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.
When writing narratives, create a smooth progression of
experiences or events.
When writing narratives, use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
When writing narratives, use a variety of techniques to
sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
When writing narratives, use precise words and phrases,
telling details, and sensory language to convey a vivid picture
of the experiences, events, setting, and/or characters.
When writing narratives, provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved
over the course of the narrative.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)

Psychological Evaluation—Write a psychological evaluation of one of the main characters from the text. Identify stereotypical
behaviors, archetypal qualities and offer recommendations for making positive changes.

Explanatory Writing—After reading assigned texts, identify three significant characters and their actions; write an essay in
which you analyze the actions through three critical perspectives (two perspectives from this unit, one from previous unit).
Be certain to define each critical perspective and explains the characters actions as viewed through this lens. Support your
discussion with evidence from the text(s).
Character Perspective— After reading an assigned fiction text, write a diary entry from the perspective of the protagonist.
Use imagery and tone to develop a narrative effect in your work. Use time-frames to convey multiple storylines.
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Archetypal Artworks Gallery—Select or create a variety of artworks that depict archetypal symbols. Write a critique justifying their place
in the “Archetypal Artworks Gallery”
Peer Review—draft of research paper is due; students should turn in with as few errors as possible. Grouping in threes, each students
should review two papers and receive two peer reviews
Technology Plan and Request—during the final unit, students will present their research. Now is the time to create a technology plan
for their presentation. Students should turn in a plan of what technology will be used in create the final product and a request for
technology that will be needed on the day of their presentation
What other evidence needs to be collected in light of Stage 1 Desired Results?
(e.g., tests, quizzes, prompts, work samples, observations)
Other Evidence:
(Align to New Jersey Model Curriculum & Common Core Standards)
- Essays
- Informational
- I-Search
- Analytical
Writing Forms
- Journalistic
- Narrative
- Poetry
- Expository
- Research
- Reading Response
- Argumentative/Persuasive
- Reflective
Stage 3 – Learning Pan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align to New Jersey Model Curriculum & Common Core Standards)
Strategy: Anticipation Guides
Strategy: Before, During and After Interactive Notes
Strategy: Cause-Effect
• Cause-Effect Organizer(s)
• Fishbone Map
Strategy: Column Notes
• T-Chart
• Fact or Opinion?
• Chapters/Selection Chart
• Q-Notes
Strategy: Compare/Contrast
• Compare and Contrast Matrices
• Venn Diagram
• Metaphorical Thinking
Strategy: Concept/Vocabulary Expansion
• Define Conceptual Terms
• Descriptions For Different Purposes
• Possible Sentences
• LINK: List-Inquire-Note-Know
Strategy: Consolidating Thought
• Summarizing
• Synthesizing
• Inferring
• Discussion Web
Strategy: CRAFTS: Context, Role, Audience, Format, Topic, and Strong Verb
Strategy: Credibility Of a Source
Strategy: FQIP: Focus-Question-Image-Predict
Strategy: Inquiry Charts
• I-Charts
• KWLH Inquiry
Strategy: Idea Funnel
Strategy: Journaling
• Dialectical Journal
• Double Entry Journal/Learning Log
• Meta-Cognitive/Reflective Journal
• Synthesis Journal
Strategy: Main Idea
• Main Idea and Supporting Details Graphic
• Spider Map
• Cerebral Chart
Strategy: Marginal Notes
Strategy: Predict-O-Gram Writing
Strategy: Previewing and Generating Text Purposes
• Previewing Texts
• Inform-Entertain-Persuade
• Checking Out the Framework
• SOAPS (Subject-Occasion-Audience-Purpose-Speaker)
Strategy: Quick Write-Free Write
Strategy: Time-Sequence
• Cycle Note-Taking
• Linear Planning
Strategy: Understanding Story
• Writing From the Narrative Frame
• Narrative Organizer: Story Map
• Linear Array Story Organizer
Strategy: Visualizing and Recording Mental Images
Strategy: Write-Pair-Share-Write
Writing-To-Demonstrate Knowledge:
Technique: Writing Guidelines
Technique: Process Writing
Technique: Conferring
Technique: Invention
• Generate Many Ideas: Brainstorming/Cubing
• Nut-Shelling
• Synectics
• SCAMPER
Technique: Principles Of Coherence
Technique: Peer Reviewing
Technique: Structures For Compare and Contrast
Technique: Orchestrating Organization
• Outline/Reverse Outline
• Webbing/Clustering/Mapping
• Chunking
Technique: Thinking Through Writing
• Prompting Higher-Order Thinking
• Thinking Routines
• Thinking On Paper
Technique: Using Rubrics For Backwards Planning
• Traits Of Writing
• ACT
• Rubric For Understanding
Accommodations for ELL & Special Education Students:
TEXTBOOKS AND CURRICULUM
Design instruction using audio and visual
Provide summaries of chapters.
Use peer readers.
Use marker to highlight important textbook sections.
Provide two sets of textbooks, one for home and one for school.
Use index cards to assess learning
Provide the student with pre reading questions..
CURRICULUM
Vary assignment lengths according to student need.
Specify and list exactly what the student will need to learn to pass.
Give alternatives to long writing assignments.
Jigsaw activities
Modify expectations based on student needs.
CLASSROOM ENVIRONMENT
Develop individualized rules for the student.
Evaluate the classroom structure against the student’s
needs.
Keep workspace clear of unrelated materials.
Keep the classroom quiet during intense learning times.
Reduce visual distractions in the classroom .
Provide a computer for written work.
Seat the student close to the teacher or a positive role model.
Use a study carrel.
Seat the student away from windows or doorways.
Provide an unobstructed view of material
Keep extra supplies of classroom materials (pencils books) on hand.
Use alternatives to crossword puzzles or word finds.
Maintain adequate space between desks.
INSTRUCTIONAL DESIGN
Project based learning based on learning style
Give directions in small steps and in as few words as possible.
Have student repeat the directions for a task.
Show a model of the end product of directions
Scaffold instruction to support the learning process.
Number and sequence the steps in a task.
Provide visual aids.
Stand near the student when instructing
TIME/TRANSITIONS
Alert student before a transition from one activity to another.
Allow extra time to turn in homework without penalty.
Use fill-in questions with space for a brief response.
Provide a print outline with videotapes and filmstrips.
Provide additional time to complete a task.
Use worksheets that require minimal writing.
Provide a photocopy of teacher notes.
Provide a print copy of assignments or directions.
TESTS
Go over directions orally.
Provide a vocabulary list with definitions.
Allow tests to be taken in a room with few distractions
responses.
Divide tests into small sections of similar questions or problems.
essays.
Allow the student to complete an independent project as an alternative test.
Grade spelling separately from content.
Allow take-home or open-book tests.
Provide the first letter of the missing word.
Teach the student how to take tests
Permit as much time as needed to finish tests.
Read test materials to the student, and allow oral
Use true-false, multiple choice, or matching) instead of
Give progress reports instead of grades.
Provide typed test materials, not tests written in cursive.
Provide possible answers for fill-in-the blank sections.
USE PICTURES OR GRAPHICS
Use Post-it notes to mark assignments in textbooks.
Check progress regularly and provide feedback often.
Place a ruler under sentences being read for better tracking.
Introduce an overview of long-term assignments .
Chunk information with the easiest work first.
Have the student practice presenting in a small groups.
Provide study guides and study questions that directly relate to tests.
BEHAVIOR
Arrange a “check-in” time to organize the day.
model.
Use nonverbal cues to remind the student of rule violations.
Provide positive as well as negative consequences.
Increase the frequency and immediacy of reinforcement.
Pair the student with a student who is a good behavior
Amend consequences for rule violations
Develop an individualized behavior intervention plan.
Accommodations for ELL & Special Education Students:
• Anchor Activities: Tasks for students to work on independently after completing assigned work when teacher is meeting with other students.
• Bloom's Taxonomy: A model to facilitate higher level thinking skills.
• Centers : Areas in the classroom containing collections of activities and/or materials designed to reinforce, or extend certain skills or concepts, or to
motivate students to explore topics of interest.
• Choice Boards (Product Options): Students select from assignments that are placed in pockets and changed as necessary. Teachers can target
student need and readiness by directing them to select from a certain row.
• Compacting: A three-stage process where teachers assess students prior to teaching a unit or skill to determine what the student does know, does not
know, and what alternate experiences will replace those activities already mastered.
• Cubing (Q-Matrix): An interactive technique for considering a subject from six points of views. Cubing can also help students think at different levels of
the taxonomy. Cubes can also be constructed with tasks in a particular area of the multiple intelligences.
• Flexible Grouping: Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.
• Graphic Organizers: A thinking tool that allows students to organize information and see their thinking. A visual representation of facts and/or
concepts.
• Group Investigations (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and
grouped by interests, then are guided through the investigation of a topic with teacher support.
• Independent Study : Allows students to pursue questions or topics of interest, or develop talent in certain areas with set goals and criteria agreed
upon by both student and teacher.
• Inquiry-based instruction: A student-centered and teacher-guided instructional approach that engages students in investigating real world questions
that they choose within a broad thematic framework
• Jigsaw: A cooperative strategy where students work with peers who study one fact of a topic and then return to a "home-base" group for sharing what
they have learned.
• Literature Circles: A student led discussion format which allows students to read on topics of interest, or select books of choice, and share readings
and ideas with others who read the same materials. Various jobs are assigned to the different group members.
• Menus: A list of learning and/or product options students may choose from.
• Multiple Intelligence Options (checklist included): Activities that allow us to recognize and nurture all of the varied human intelligences and learning
preferences.
• Orbital Studies: This strategy encourages students to raise questions of interest related to the curriculum, figure out how to find answers to their
questions, and devise ways to share their findings with peers.
• Portfolios: Collections of student work to help students set learning goals and evaluate their own growth.
• Problem Based Learning: Students are presented with an unfamiliar, unclear, complex problem for which they must gather additional information,
define the problem, locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the
solution.
• Socratic Seminar: A discussion format where students share with each other their thoughts on a particular piece from literature, history, current
events, issues, or hypothetical situations.
• Stations : Different spots in the classroom where students work with various tasks simultaneously which are linked by a set of concepts and skills.
• Think, Pair, Share: A Questioning technique where the students are given a prompt or question. The students are asked to think by themselves, pair
with another student, and finally share their ideas with the group.
• Tic-Tac-Toe: A menu or options arranged in a 3 x 3 block grid. Students choose their tasks in a vertical, horizontal, or diagonal line.
• Tiered Assignments: Changing the depth or complexity of a. lesson to create multiple levels of tasks and assigning students to a level according to
their readiness.
• Web Quests: A teacher designed Internet lesson developed with specific learning goals in mind, some specified and relevant Internet links, and
guidelines that support students in the research or inquiry process.
Unit Resources
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Anthologies: McDougal Little Literature and Language,
British and World Literature
Play: Othello or Macbeth
Novels: Dracula, 1984, Invisible Man, Things Fall Apart
excerpts from The Inferno
Write a psychological evaluation of one of the main characters
from the text. Identify stereotypical behaviors, archetypal
qualities and offer recommendations for making positive
changes. Encourage students to have fun and be creative with
this exercise. In addition to creative writing, if a form is used
then students also gain the experience of “paperwork”
 Elements of the evaluation should include: Reason for
referral; Character’s background information, current mental
state of character (using ego, id and super ego when
possible), Recommendations for treatment or solutions.
Technology Integration
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YouTube: www.youtube.com
TeacherTube: www.teachertube.com
Google Docs/Drive: https://drive.google.com/
Google Maps: http://maps.google.com/
Google Map Maker: http://www.google.com/mapmaker
Skype: www.skype.com
Facebook: www.facebook.com
Pinterest: http://pinterest.com/
Edmodo: www.edmodo.com/
Blogs: www.blogger.com/
Cicero: http://cicerohistory.com/
Student Surveys: www.polleverywhere.com or
www.socrative.com.
 Word Clouds: www.wordle.net or www.tagul.com.
 Class Website: www.weebly.com
 Online Q & A: www.quizlet.com, www.studyboost.com, or
www.studyblue.com
Select or create a variety of artworks that depict archetypal
symbols. Write a critique justifying their place in the “Archetypal
Artworks Gallery”
 The National Gallery in Washington, D.C. is an excellent
source of artwork online. Not every listing yields an image,
so caution students before they begin their search.
http://www.nga.gov/home.htm
 The Metropolitan Museum of Art is also a great source of
artwork. http://www.metmuseum.org/

Peer Review—draft of research paper is due; students should
turn in with as few errors as possible. Grouping in threes, each
student should review two papers and receive two peer reviews
This site provides helpful options for peer review forms and
explains how to encourage rich feedback from students
http://manoa.hawaii.edu/mwp/program-research/writingmatters/wm-7
Technology Plan and Request—Require students to create a
technology plan for their presentation. Encourage them to be
specific in their needs and to think outside the box on how they
are going to implement technology into their project
 A documentary using a form of reader/response to the
world issue might be an interesting presentation
 Podcasts: A multimedia digital file made available on the
Internet for downloading to a portable media player,
computer, etc.
 WebQuests: is an inquiry-oriented lesson format in which
most or all the information that learners work with comes
from the web. These can be created using various
programs, including a simple word processing document
that includes links to websites.
 Interactive Whiteboards: a large interactive display that
connects to a computer. A projector projects the computer's
desktop onto the board's surface where users control the
computer using a pen, finger, stylus, or other device.
 Digital Cameras
 Video Camera
 Audio Visual Equipment
 Microsoft Office
 PowerPoint
 Publisher
 Excel
Unit 5: Applying the Perspectives through Research and Analysis Pacing: 17 days
Content Area/Course: World Literature
Stage 1- Desired Results
Common Core State Standards Addressed in this Unit
RL.12.2
RL.12.2
RL.12.3
RL.12.4
RL.12.7
RL.12.9
RI.12.1
RI.12.2
RI.12.3
RI.12.5
RI.12.7
W.12.3a.
W.12.3b.
W.12.3c.
W.12.3d.
W.12.3e.
W.12.1
W.12.1a.
W.12.1a
W.12.1a.
W.12.1b.
W.12.1c.
W.12.1c.
W.12.1d.
W.12.1e.
W.12.7
W.12.8
W.12.9a.
SL.12.1
SL.12.1a.
SL.12.1b.
SL.12.1c.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
Provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
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.
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.
Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters
uncertain.
Determine two or more central ideas of a text and analyze their development over the course of the text.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the
course of the text.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words
in order to address a question or solve a problem.
When writing narratives, 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. When writing narratives, create a smooth progression of experiences
or events.
Write narratives to develop real or imagined experiences or events using effective technique; use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of
the narrative.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s).
When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.
When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons.
When writing arguments, use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and
clarify the relationships between reasons and evidence.
When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the task, purpose, and audience.
Draw evidence from literary texts to support analysis, reflection, and research; apply grade 12 Reading standards to literature (e.g.,
“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”).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
SL.12.1
SL.12.1a.
SL.12.1b.
SL.12.1c.
SL.12.1d.
SL.12.2
SL.12.3
SL.12.4
L.12.1b.
L.12.3a.
L.12.4a.
L.12.4b.
L.12.4d.
L.12.5a
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as
needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the
task.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and
to comprehend more fully when reading or listening; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance
as needed.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing
flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable).
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text when writing and speaking.
Big Idea: Taking a stand on a world issue, and supporting that position with focused research,
evidence and related ideas..
Essential Questions
Enduring Understandings
Students will understand that:
 How can I use these perspectives to evaluate my own thinking on
world issues?
 What skills acquired through interpreting literature clarify my thinking
on world issues?
 How do I analyze and critique various readings from a variety of
genres in or to determine what is relevant to my research topic?
 How do I distinguish between essential and nonessential information
or representations?
 How do I respond to audience questions, provide clarification, define
unfamiliar issues, and elaborate?
 Feminism, Marxism, Culturalism, Historical and Archetypal perspectives are
used to decipher, decode and give meaning to everyday issues that impact
local and global communities.
 It is important to discuss underlying themes across cultures in various texts.
 They must use higher level thinking skills to identify the use of propaganda
techniques within their reference sources.
 A concise research paper will identify, describe, analyze, evaluate and
synthesize information related to a specific topic.
 Our literary heritage is marked by distinct literary movements and is part of a
global literary tradition.
 Works of a given period reflect historical and social events and conditions.
 Messages are representations of social reality and vary by historic time
periods and parts of the world.
What key knowledge and skills will students acquire as a result of this unit?
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Content:
Skills:
Students will know:
Students will be able to:
How to analyze characteristics, structures, tone, and features of
language of selected genres and apply this knowledge to their own
writing.
That they must use primary and secondary sources to provide
evidence, justification, or to extend a position and cite sources, such
as periodicals, interviews, discourse, and electronic media.
How to use subordination coordination apposition and other devices
effectively to indicate relationships between ideas.
How to compare and evaluate the relationship between past literary
traditions and contemporary writing.
How to compare and analyze several authors’ perspectives of a
character personality topic setting or event.
It is imperative to modulate tone and clarify thoughts through ones
tone and word choice.
To use notes or other visual aides to structure a presentation.
How to maintain audience interest during formal presentations
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Cite strong and thorough textual evidence to support analysis of what the text
says explicitly.
Cite strong and thorough textual evidence to support inferences drawn from the
text, including determining where the text leaves matters uncertain.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
Analyze and evaluate the effectiveness of the structure an author uses in his
or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
When writing arguments, introduce precise, knowledgeable claim(s) and
establish the significance of the claim(s).
When writing arguments, introduce precise, knowledgeable claim(s), and
distinguish the claim(s) from alternate or opposing claims.
When writing arguments, develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons.
When writing arguments, use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create cohesion, and clarify the
relationships between reasons and evidence.
When writing arguments, establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are
writing.
When writing arguments, provide a concluding statement or section that follows
from and supports the argument presented.
Apply grade 12 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes,
and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).
Stage 2- Assessment
What evidence will show that students understand?
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
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Unit 2: Identify research topic and develop guiding questions for research. Select 1 novel or play, 2 short stories,
3 articles to serve as primary texts for informing research; create an overall, step-by-step plan to complete
research throughout the semester
Topic Proposal: Outline of a research proposal that will identify a tentative topic
Action Research Overview: A plan for investigation, intended resources, and a brief description of the
anticipated final product.
Unit 3:Powerpoint to introduce topic and guiding questions to the class. Class should help clarify topic for
presenter
Research Paper: Draft a thesis statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Unit 4: Create literature review of selected texts to examine how they are support research and helping form an
opinion
Unit 5: Draft of research paper for peer review. Technology plan explaining technology used throughout project
as well as request for equipment for presentation.
The Writing Process: Write a literary research paper that synthesizes and cites data using researched
information and technology to support writing.
Writing Task--After reading The Fallacy of Success, write essay in which you discuss the author’s points and
evaluate his two most logical arguments for success as a fallacy, in your opinion. Support your position with
evidence from the texts.
Conferencing: Critique published works for authenticity and credibility. Foresee readers’ needs and develop
interest through strategies such as using precise language, specific details, definitions, descriptions, examples,
anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing
a position. Use the responses of others to review content, organization, and usage for publication.
Power Point/Prezi Presentation: Employ relevant graphics to support a central idea and assist in narration of
research project (e.g., charts, graphic organizers, pictures, computer-generated presentation).
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align to New Jersey Model Curriculum & Common Core Standards)
Strategy: Anticipation Guides
Strategy: Before, During and After Interactive Notes
Strategy: Cause-Effect
• Cause-Effect Organizer(s)
• Fishbone Map
Strategy: Column Notes
• T-Chart
• Fact or Opinion?
• Chapters/Selection Chart
• Q-Notes
Strategy: Compare/Contrast
• Compare and Contrast Matrices
• Venn Diagram
• Metaphorical Thinking
Strategy: Concept/Vocabulary Expansion
• Define Conceptual Terms
• Descriptions For Different Purposes
• Possible Sentences
• LINK: List-Inquire-Note-Know
Strategy: Consolidating Thought
• Summarizing
• Synthesizing
• Inferring
• Discussion Web
Strategy: CRAFTS: Context, Role, Audience, Format, Topic, and Strong Verb
Strategy: Credibility Of a Source
Strategy: FQIP: Focus-Question-Image-Predict
Strategy: Inquiry Charts
• I-Charts
• KWLH Inquiry
Strategy: Idea Funnel
Strategy: Journaling
• Dialectical Journal
• Double Entry Journal/Learning Log
• Meta-Cognitive/Reflective Journal
• Synthesis Journal
Strategy: Main Idea
• Main Idea and Supporting Details Graphic
• Spider Map
• Cerebral Chart
Strategy: Marginal Notes
Strategy: Predict-O-Gram Writing
Strategy: Previewing and Generating Text Purposes
• Previewing Texts
• Inform-Entertain-Persuade
• Checking Out the Framework
• SOAPS (Subject-Occasion-Audience-Purpose-Speaker)
Strategy: Quick Write-Free Write
Strategy: Time-Sequence
• Cycle Note-Taking
• Linear Planning
Strategy: Understanding Story
• Writing From the Narrative Frame
• Narrative Organizer: Story Map
• Linear Array Story Organizer
Strategy: Visualizing and Recording Mental Images
Strategy: Write-Pair-Share-Write
Writing-To-Demonstrate Knowledge:
Technique: Writing Guidelines
Technique: Process Writing
Technique: Conferring
Technique: Invention
• Generate Many Ideas: Brainstorming/Cubing
• Nut-Shelling
• Synectics
• SCAMPER
Technique: Principles Of Coherence
Technique: Peer Reviewing
Technique: Structures For Compare and Contrast
Technique: Orchestrating Organization
• Outline/Reverse Outline
• Webbing/Clustering/Mapping
• Chunking
Technique: Thinking Through Writing
• Prompting Higher-Order Thinking
• Thinking Routines
• Thinking On Paper
Technique: Using Rubrics For Backwards Planning
• Traits Of Writing
• ACT
• Rubric For Understanding
Accommodations for ELL & Special Education Students:
Design instruction using audio and visual
Use peer readers.
Provide two sets of textbooks, one for home and one for school.
Provide the student with pre reading questions.
TEXTBOOKS AND CURRICULUM
Provide summaries of chapters.
Use marker to highlight important textbook sections.
Use index cards to assess learning
Vary assignment lengths according to student need.
Specify and list exactly what the student will need to learn to pass.
Give alternatives to long writing assignments.
CURRICULUM
Jigsaw activities
Modify expectations based on student needs.
CLASSROOM ENVIRONMENT
Develop individualized rules for the student.
Evaluate the classroom structure against the student’s needs.
Keep workspace clear of unrelated materials.
Keep the classroom quiet during intense learning times.
Reduce visual distractions in the classroom .
Provide a computer for written work.
Seat the student close to the teacher or a positive role model.
Use a study carrel.
Seat the student away from windows or doorways.
Provide an unobstructed view of material
Keep extra supplies of classroom materials (pencils books) on hand.
Use alternatives to crossword puzzles or word finds.
Maintain adequate space between desks.
Project based learning based on learning style
Give directions in small steps and in as few words as possible.
Have student repeat the directions for a task.
Show a model of the end product of directions
Alert student before a transition from one activity to another.
Allow extra time to turn in homework without penalty.
Use fill-in questions with space for a brief response.
Provide a print outline with videotapes and filmstrips.
INSTRUCTIONAL DESIGN
Scaffold instruction to support the learning process.
Number and sequence the steps in a task.
Provide visual aids.
Stand near the student when instructing
TIME/TRANSITIONS
Provide additional time to complete a task.
Use worksheets that require minimal writing.
Provide a photocopy of teacher notes.
Provide a print copy of assignments or directions.
TESTS
Go over directions orally.
Provide a vocabulary list with definitions.
Allow tests to be taken in a room with few distractions
Divide tests into small sections of similar questions or problems.
Allow the student to complete an independent project as an alternative test.
Grade spelling separately from content.
Allow take-home or open-book tests.
Provide the first letter of the missing word.
Teach the student how to take tests
Permit as much time as needed to finish tests.
Read test materials to the student, and allow oral responses.
Use true-false, multiple choice, or matching instead of essays.
Give progress reports instead of grades.
Provide typed test materials, not tests written in cursive.
Provide possible answers for fill-in-the blank sections.
USE PICTURES OR GRAPHICS
Use Post-it notes to mark assignments in textbooks.
Check progress regularly and provide feedback often.
Place a ruler under sentences being read for better tracking.
Introduce an overview of long-term assignments.
Chunk information with the easiest work first.
Have the student practice presenting in a small groups.
Provide study guides and study questions that directly relate to tests.
Arrange a “check-in” time to organize the day.
Use nonverbal cues to remind the student of rule violations.
Provide positive as well as negative consequences.
Increase the frequency and immediacy of reinforcement.
BEHAVIOR
Pair the student with a student who is a good behavior model.
Amend consequences for rule violations
Develop an individualized behavior intervention plan.
Accommodations for ELL & Special Education Students:
• Anchor Activities: Tasks for students to work on independently after completing assigned work when teacher is meeting with other students.
• Bloom's Taxonomy: A model to facilitate higher level thinking skills.
• Centers : Areas in the classroom containing collections of activities and/or materials designed to reinforce, or extend certain skills or concepts, or to motivate students to
explore topics of interest.
• Choice Boards (Product Options): Students select from assignments that are placed in pockets and changed as necessary. Teachers can target student need and
readiness by directing them to select from a certain row.
• Compacting: A three-stage process where teachers assess students prior to teaching a unit or skill to determine what the student does know, does not know, and what
alternate experiences will replace those activities already mastered.
• Cubing (Q-Matrix): An interactive technique for considering a subject from six points of views. Cubing can also help students think at different levels of the taxonomy.
Cubes can also be constructed with tasks in a particular area of the multiple intelligences.
• Flexible Grouping: Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.
• Graphic Organizers: A thinking tool that allows students to organize information and see their thinking. A visual representation of facts and/or concepts.
• Group Investigations (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and grouped by interests, then
are guided through the investigation of a topic with teacher support.
• Independent Study : Allows students to pursue questions or topics of interest, or develop talent in certain areas with set goals and criteria agreed upon by both student
and teacher.
• Inquiry-based instruction: A student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose
within a broad thematic framework
• Jigsaw: A cooperative strategy where students work with peers who study one fact of a topic and then return to a "home-base" group for sharing what they have learned.
• Literature Circles: A student led discussion format which allows students to read on topics of interest, or select books of choice, and share readings and ideas with others
who read the same materials. Various jobs are assigned to the different group members.
• Menus: A list of learning and/or product options students may choose from.
• Multiple Intelligence Options (checklist included): Activities that allow us to recognize and nurture all of the varied human intelligences and learning preferences.
• Orbital Studies: This strategy encourages students to raise questions of interest related to the curriculum, figure out how to find answers to their questions, and devise
ways to share their findings with peers.
• Portfolios: Collections of student work to help students set learning goals and evaluate their own growth.
• Problem Based Learning: Students are presented with an unfamiliar, unclear, complex problem for which they must gather additional information, define the problem,
locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the solution.
• Socratic Seminar: A discussion format where students share with each other their thoughts on a particular piece from literature, history, current events, issues, or
hypothetical situations.
• Stations : Different spots in the classroom where students work with various tasks simultaneously which are linked by a set of concepts and skills.
• Think, Pair, Share: A Questioning technique where the students are given a prompt or question. The students are asked to think by themselves, pair with another
student, and finally share their ideas with the group.
• Tic-Tac-Toe: A menu or options arranged in a 3 x 3 block grid. Students choose their tasks in a vertical, horizontal, or diagonal line.
• Tiered Assignments: Changing the depth or complexity of a. lesson to create multiple levels of tasks and assigning students to a level according to their readiness.
• Web Quests: A teacher designed Internet lesson developed with specific learning goals in mind, some specified and relevant Internet links, and guidelines that support
students in the research or inquiry process.
Unit Resources
Technology Integration
After
________
(literature
informational
texts), write a ________ (narrative or substitute)
 reading
The Fallacy
of Success-full textor
available
here:
 YouTube: www.youtube.com
from thehttp://www.cse.dmu.ac.uk/~mward/gkc/books/succes
perspective of ________ (content). L2 Use ________ (stylistic
devices) to develop a narrative
TeacherTube: www.teachertube.com
s.html
effect in your work. L3 Use ________ (techniques) to convey multiple
storylines.
 Google
Docs/Drive: https://drive.google.com/
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Prezi—www.prezi.com—students can create an
account and explore a more animated presentation
software than PowerPoint. Allows for on and off-line
collaboration and work, as needed.
Purdue OWL—Purdue University’s Online Writing
Lab—assists students in structure of writing and MLA
format.
Citation Machine—assists students in creating
appropriate MLA citations for a variety of sources.
EBSCO—accessed through Library Links on TBOE
website. Login: trenton; Password: schools (please
note with the ‘s’). From here students can access
journal articles and literary criticism relevant to their
research topic.
Peer Review—draft of research paper is due; students
should turn in with as few errors as possible. Grouping in
threes, each student should review two papers and
receive two peer reviews
 This site provides helpful options for peer review
forms and explains how to encourage rich feedback
from students http://manoa.hawaii.edu/mwp/programresearch/writing-matters/wm-7
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Google Maps: http://maps.google.com/
Google Map Maker: http://www.google.com/mapmaker
Skype: www.skype.com
Facebook: www.facebook.com
Pinterest: http://pinterest.com/
Edmodo: www.edmodo.com/
Blogs: www.blogger.com/
Cicero: http://cicerohistory.com/
Student Surveys: www.polleverywhere.com or
www.socrative.com.
 Word Clouds: www.wordle.net or www.tagul.com.
 Class Website: www.weebly.com
 Online Q & A: www.quizlet.com, www.studyboost.com, or
www.studyblue.com
 Podcasts: A multimedia digital file made available on the
Internet for downloading to a portable media player,
computer, etc.
 WebQuests: is an inquiry-oriented lesson format in which
most or all the information that learners work with comes
from the web. These can be created using various
programs, including a simple word processing document
that includes links to websites.
 Interactive Whiteboards: a large interactive display that
connects to a computer. A projector projects the computer's
desktop onto the board's surface where users control the
computer using a pen, finger, stylus, or other device.
 Digital Cameras
 Video Camera
 Audio Visual Equipment
 Microsoft Office
 PowerPoint
 Publisher
 Excel