ELA UNIT PLANNING
UNIT: ANALYZING INDIVIDUALS IN SOCIETY
TIME FRAME: 3.5 WEEKS
TEACHER/GR: ENGLISH II
Unit Summary and Rationale:(Outlines the components of the unit and the reasoning for their inclusion): Using Les Miserables as the primary background
text, students will discuss how individuals throughout history create a lasting impact on the society members through their thoughts, actions, and words.
Students will also reflect on the intentions vs. the consequences.
UnitConnectionCollege and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the
descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
Students will demonstrate independence.
Students will value evidence.
Students will build strong content knowledge.
 Students will respond to the varying demands of audience, task, and discipline.
 Students will critique as well as comprehend.
 Students will use technology and digital media strategically and capably.
 Students will develop an understanding of other perspectives and cultures.
Unit Standards: Teachers should list the standards to be addressed within the unit.
Reading
Literature X Informational Text___
RL9-10.1
Key Ideas and Details
Writing
1. Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as draw
inferences from the text.
W9-10.1
Text Types and Purposes
Write arguments to support
claims in an analysis of substantive
topics or texts,using valid
reasoning and relevant and
sufficient evidence.
RL.9-10.2
Determine a theme or central idea of
a text and analyze in detail its
development over the course of the
a. Introduce precise claim(s),
distinguish the claim(s) from
alternate oropposing claims, and
create an organization that
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Speaking and Listening
Language
SL9-10
Comprehension and Collaboration
L9-10.1
Conventions of Standard English
1. Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10
topics, texts, and issues, building on
others’ ideas and expressing their own
clearly and persuasively.
1. Demonstrate command of the
conventions of standard
English grammar and
usage when writing or speaking.
a. Come to discussions prepared, having
read and researched material under
a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
text, including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
Craft and Structure
RL9-10.6
Analyze a particular point of view or
cultural experience reflected in a
work of literature from outside the
United States on a wide reading of
world literature.
Integration of Knowledge and Ideas
RL9-10.7
Analyze the representation of a
subject or a key scene in two
different artistic mediums including
what is emphasized or absent in each
treatment.
establishes clearrelationships
among claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and
counterclaims fairly, supplying
evidence for eachwhile pointing
out the strengths and limitations of
both in a manner thatanticipates
the audience’s knowledge level
and concerns.
c. Use words, phrases, and clauses
to link the major sections of the
text,create cohesion, and clarify
the relationships between claim(s)
and reasons,between reasons and
evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal
style and objective tone while
attending tothe norms and
conventions of the discipline in
which they are writing.
e. Provide a concluding statement
or section that follows from and
supportsthe argument presented.
2. Write informative/explanatory
texts to examine and convey
complex ideas,concepts, and
informationclearly and accurately
through the effective
election, organization, and analysis
of content.
a. Introduce a topic; organize
complex ideas, concepts,
and information to make
important connections
and distinctions; include
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study; explicitly draw on that preparation
by referring to evidence from
texts and other research on the topic or
issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to set rules for
collegial discussions and decision-making
(e.g., informal consensus,
taking votes on key issues, presentation
of alternate views), clear goals
and deadlines, and individual roles as
needed.
c. Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate
others into the discussion; and clarify,
verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their
own views and understanding.
SL9-10.1
Presentation of Knowledge and Ideas
4. Present information, findings, and
supporting evidence clearly, concisely,
and logically such that listeners can
follow the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and
interest
formatting (e.g.,
headings), graphics (e.g., figures,
tables)
, and multimedia when useful to
aiding
comprehension.
b. Develop the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations,
or other information and examples
appropriate
to the audience’s knowledge of the
topic.
c. Use appropriate and varied
transitions to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions
of the discipline in which they are
writing.
f. Provide a concluding statement
or section that follows from and
supports
the information or explanation
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presented
(e.g., articulating implications.)
W9-10.5
Production and Distribution of
Writing
5. 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.
(Editing for conventions should
demonstrate command of
Language standards 1–3 up to and
including grades 9-10.
W9-10.6
Production and Distribution of
Writing
Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically.
Essential Questions:
Essential questions center around major issues, problems, concerns, interests, or themes
relevant to the classroom. Essential questions should lead students to discover the big ideas.
They need to go beyond who, what and where. They need to lead to the how and why.
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Big Ideas:
In a society a person always to compromise their values and morals and
ultimately sacrifice their life in order to create a lasting impact on people’s
life.
How does Les Mis convey or show wisdom that can be applied in your
everyday life?
Does the “end always justify the means” mentality when attempting
to impact your society?
In order to create a positive lasting impact, do world leaders have do
things horrible and negative? (“Ends Justifies The Means?)
Why is self-sacrifice a requirement when changing the world or the
world around you?
Learning Targets:
I CAN use the text to support and defend an ANALYSIS or ARGUMENT.
I CAN COMPARE and ANALYZE two ARTISTIC MEDIUMS.
Learning Tasks: Teachers list the various tasks students will engage in throughout the unit, include use of media/other forms of information.
Reading Tasks
The learner will read various world
literature text and discuss how
various characters and individuals
compromised, sacrificed, and
achieved impacting their society.
March 14, 2012
Writing Tasks
The learner will learn to synthesize
print and non-print material to
evaluate and answer the big idea.
Discussion Tasks
Collaboration will occur through
group activities, group discussions,
and presentation of materials.
Language/Vocabulary Tasks
The learner will acquire/master new
academic vocabulary and use this
vocabulary in oral and verbal discourse.
Assessments: List types of assessments that will be used throughout the course of the unit.
*If you do not have assessments for this unit, they should be created before moving on to the lesson design*
DIAGNOSTIC
FORMATIVE
SUMMATIVE
Key language concepts and usage of terms such Group discussions
as lasting and impact.
Essential Questions
Journals
Introduction of Culture and 7 factors of a
Quick Writes
culture.
Collage
Text(s) Selections/Resources(generated by both teacher and student)
Teachers will list the genres/titles/resources for study and indicate text complexity:
7 Elements of Culture
Archetypes (An Introduction)
Les Miserables by Victor Hugo
Les Miserables (The Movie)
“The Ends Justifies The Means”
Elie Wiesel ‘s Nobel Prize Speech
A Modest Proposal: http://www.huffenglish.com/?p=1723
The Prince – Niccolo Machiavelli
Archetypes
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Project based summative assessment (TBD)
Various Essays
Notes ( include accommodations/grouping/modifications):
Lesson
Thematic Unit
Analyzing Individuals in Society
Materials
Skills
Technology Resources
1
Warm-Up/EQ/S: “What are the most important elements of a
culture?
In group of 3-4, create a list of the most important cultural
elements.
Show PowerPoint “7 Elements of Culture”
In small groups, define their 4 and find visual representations.
What are the 4 most cultural elements in Les Miserables ?
Les Miserables – Introduction
Writing Assignment: Out of the character in Les Mise, choose 1
character who had the most impact on the remaining characters
in the novel. Your essay must include text-based evidence.
Go Over Questions;
Watch the movie
Finish the movie
Writing Assignment: Write a 500-750 word essay: How effective
was the director in visually bring the story of Les Miserables. Your
essay must include support from both the text and the movie.
Choose one character. Did the actor effectively bring to the life
the character they portrayed.
Les Miserables Wrap-Up –
Warm-Up: Discuss an event in history or a time in your life where
the “end justified the means.” Did the means have direct
consequences on the individual? Did the means create a lasting
impact on the people’s involved.
PosterBoard,
magazines, glue, “7
Elements of Cultures”
A,V,T
SMARTBoard, Journal,
2
3
4
“Does the Ends Justify the Mans – WWII Bombing
March 14, 2012
5
6
7
Warm-Up/EQ/S: How does one go about achieving peace in their
society. How does a society decide who has impacted a society
enough to achieve peace.
Elie Wiesel Nobel Prize Speech
Review & Discuss Vocabulary (using Crocodoc)
Show Quick Video on ElieWeisel
Read independently Speech
A Modest Proposal Lesson – After reading AMP and another IT,
students will digitally create and defend their OWN Modest
Proposal
The Prince – View Lesson Plan
BI: World Leaders often have to make horrible decisions in order
to create lasting impacts.
Written Document
Analysis WS,
Vocabulary,
SMARTBoard, Crocodoc, Moodle
SMARTBoard, Moodle
Video: The Maintenance of Power: “Does
the End Justify The Means.”
Group Activity: Research and present 2 examples where a world
leader followed any of the Machiavellian’s mantra: The “end
justifies the means that we discussed this week.”
8
Answer the following question: Was the world leader “justified”
in the means he or she took? Did the “end” positively or
negatively impact that society? Can there ever be an instance
where an end had positive means?
Final Lesson: In a 2 page essay, find an individual in a culture NOT
discussed during the unit that 1) reveres the most important part
of their culture and 2) made a permanent lasting impact on their
culture. Your essay must include cited, text-based evidence that
will support their argument.
Teacher Thematic Unit
Notes
Analyzing Individuals in Society
1
Warm-Up/EQ/S: “What are the most important elements of a
culture?
In group of 3-4, create a list of the most important cultural
elements.
Show PowerPoint “7 Elements of Culture”
In small groups, define their 4 and find visual representations.
March 14, 2012
Materials
Skills
Technology Resources
PosterBoard,
magazines, glue, “7
Elements of Cultures”
A,V,T
SMARTBoard, Journal,
2
3
4
5
6
7
What are the 4 most cultural elements in Les Miserables ?
Les Miserables – Introduction
Writing Assignment: Out of the character in Les Mise, choose 1
character who had the most impact on the remaining characters
in the novel. Your essay must include text-based evidence.
Go Over Questions;
Watch the movie
Finish the movie
Writing Assignment: Write a 500-750 word essay: How effective
was the director in visually bring the story of Les Miserables. Your
essay must include support from both the text and the movie.
Choose one character. Did the actor effectively bring to the life
the character they portrayed.
Les Miserables Wrap-Up –
Warm-Up: Discuss an event in history or a time in your life where
the “end justified the means.” Did the means have direct
consequences on the individual? Did the means create a lasting
impact on the people’s involved.
“Does the Ends Justify the Mans – WWII Bombing
Warm-Up/EQ/S: How does one go about achieving peace in their
society. How does a society decide who has impacted a society
enough to achieve peace.
Elie Wiesel Nobel Prize Speech
Review & Discuss Vocabulary (using Crocodoc)
Show Quick Video on ElieWeisel
Read independently Speech
A Modest Proposal Lesson – After reading AMP and another IT,
students will digitally create and defend their OWN Modest
Proposal
The Prince – View Lesson Plan
BI: World Leaders often have to make horrible decisions in order
to create lasting impacts.
Group Activity: Research and present 2 examples where a world
leader followed any of the Machiavellian’s mantra: The “end
justifies the means that we discussed this week.”
Answer the following question: Was the world leader “justified”
March 14, 2012
Written Document
Analysis WS,
Vocabulary,
SMARTBoard, Crocodoc, Moodle
SMARTBoard, Moodle
Video: The Maintenance of Power: “Does
the End Justify The Means.”
8
in the means he or she took? Did the “end” positively or
negatively impact that society? Can there ever be an instance
where an end had positive means?
Final Lesson: In a 2 page essay, find an individual in a culture NOT
discussed during the unit that 1) reveres the most important part
of their culture and 2) made a permanent lasting impact on their
culture. Your essay must include cited, text-based evidence that
will support their argument.
March 14, 2012