Implementation Plan
12th Grade
2nd Marking Period
Theme: European Literature 500-1900
Selection: from Don Quixote by Miguel de Cervantes
Overarching Essential Goals:
__x_ Goal I: Describe, interpret, and evaluate classical and contemporary fictional texts of
many cultures in order to construct meaning, extend understanding and
demonstrate appreciation. [1.1, 1.2, 1.4 and 1.5]
____ Goal II: Interpret and evaluate informational text in order to construct meaning.
__x_ Goal III: Produce written texts in a variety of modes appropriate to audience, purpose,
and tasks. [3.1, 3.5, 3.6 and 3.7]
___ Goal IV: Employ research skills.
__x_ Goal V: Communicate effectively in creative and critical formats using various media. [5.2, 5.3, and
5.4]
Unit Theme Introduction: from Don Quixote by Miguel de Cervantes
Through reading the excerpt from Don Quixote by Miguel de Cervantes, the student will
recognize the novel as a parody of medieval romance.
Learner Outcomes:
Differentiated Instructional
Activities/ Strategies:
1.1—Read, discuss, respond in literal,
critical and evaluative ways to themes of
literature such as illusion vs. reality and
world view.
Discuss names chosen by Don Quixote
and motivation behind his creation of
them. Discuss also how Don Quixote’s reading
on chivalry fuels these choices.
Students will write a reflective piece on various
ways that our culture engages in seeking alternate
realities.
1.2—Apply before, during, and after
strategies to facilitate comprehension
Make the Connection with the Quickwrite and
have the students discuss quixotic heroes
in popular culture.
Selection starter on page 689 and discussion on
obsession.
Author’s background on page 687.
1.4—Identify the various conventions
within a genre and apply this
understanding to the evaluation of the
text.
Identify uses of parody in story.
Explain how Don Quixote and Sancho Panza are
foils.
Locate and identify elements of irony used in story.
1.5—Read independently from a variety
of world cultures and historical periods:
Recognize and discuss themes in story that all
people have in common such as people creating
own quests and battles.
3.1—Produce works in a variety of lengths
that demonstrate an understanding of the
structure and elements of narration.
Developing fluency activity on page 694.
3.5—Compose, revise, and edit with
proficiency works suitable for publication
and/ or presentation. .
Compose an essay that argues whether Don
Quixote is either a tragic hero or fool.
Students in response will create own parody of a
situation reflecting school, social or world events.
3.6—Employ criteria appropriate to task and
Develop rubric to evaluate essay assignment.
3.7—Present completed works in various
forms.
Oral presentation of fluency activity.
5.2—Listen critically to and respect the ideas
of others.
Appreciate and evaluate presentations of
classmates.
5.3—Select a means to communicate
understanding and interpretation of
ideas through visual arts.
Produce a parody of the medieval romance
through visual arts or by trade and technology
skills. For example, design a costume, sketch of
characters in story.
5.4—Communicate with others to create
interpretations and evaluations of oral,
written, and visual texts.
Create and explain rubrics for the presentation
of the parody.
Resources:
One-Stop Planner with ExamView Test Genereator.
Holt Elements of Literature World Literature Text pages 688-702.
Holt Elements of Literature World Literature The Holt Reader
The Holt Text pages 688-702.
The Holt Text: Reteaching Lesson on page 1125T on irony.
Holt Reading Solutions
Supporting Instruction in Spanish
Audio CD Library, Selections and Summaries in Spanish
Vocabulary Development
Audio CD Library
Visual Connections Videocassette Program
Fine Art Transparencies
Daily Language Activities
Holt Assessment: Literature, Reading, and Vocabulary
Online website: http://www.go.hrw.com/
PowerNotes
Novel Links:
Read play Man Of La Mancha.
Extension Activities:
Watch a scene from “Man of La Mancha”.
Write and evaluate a parody on page 702.
Read other examples of impractically idealistic literature.
View parody film.
Read and present “If I…” speech.
Research other musical examples of idealism and impossible dreams.
Connect to Candide.
Informal Assessments:
Vocabulary exercises.
Response and Analysis questions on page 702.
Class discussion on irony, chivalry and other themes of story.
Formal Assessments:
Holt Assessment: Literature, Reading, and Vocabulary
One-Stop Planner CD-ROM with ExamView Test Generator
Student generated rubric.