Unit/Lesson Plan Template
1. Unit Title: All The King’s Men
Lesson Sequence: January
Subject/Topic Area: English III United States Literature Grade Level: 11th
Key Vocabulary/Phrases: Corruption, Blackmail, Machiavellianism, Idealism
Unit Designer: Tara Hannum
Time Frame: 10 – 12 days
2. Unit Goals: Students will acquire knowledge of the author Robert Penn
Warren’s life and literary career as it relates to the novel All The King’s Men.
Student’s will gain an understanding of the historical context of the novel through
independent research assignments and class lecture. Students will examine the
themes of history, political power/corruption, and alienation as they relate to the
novel. Students will demonstrate their understanding of the ideas expressed in the
novel by choosing a topic to explore further through a compare and contrast essay.
3. Content Standard: Objective 5.03 Demonstrate the ability to read, listen to
and view a variety of increasingly complex print and non-print literacy texts
appropriate to grade level and course literary focus.
(www.ncpublicdvhoold.org/curiculum/languagearts/scos/)
4. Activities and Proven Teaching Methods:
In class reflection of audio reading of chapter I.
Design of book jacket – multimedia collage
Webquest collaborative research assignments
Compare/Contrast Essay
Presentation of Book Jackets
Reading Journal
Viewing original All The King’s Men film
5. Assessment/Data Analysis:
Reading Quizzes
WebQuest collaborative Assignment
Book Jacket/ Presentation
Essay
Reading Journal
6. Re-teaching/Enrichment: Students who did not reach mastery will be given
the opportunity to correct quizzes to earn back points lost. Also, extra credit
journal reflections will be offered to students that need extra points. The essay
assignment can be edited and turned in again to earn back lost points. Those
students that have reached mastery can extend their learning by reading the
poetry of Robert Penn Warren and writing a reflective essay on one of his
poems or viewing recent All The King’s Men film starring Sean Penn and
compare and contrast it to the original film in essay form.
Unit Plan Pacing Guide: All The King’s Men
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Day 1
Background on life of Robert
Penn Warren
Anticipation guide on themes
of novel
HW: Begin reading ch. 1-3
Reserve computer lab for
webquest activity
Day 5
10 pt. quiz on ch. 4 – 6
Discussion of
Machiavellianism and the
events of ch. 4 - 6
Book Jacket explanation and
brainstorm
HW: Read ch. 7 – 10 start
work on book jackets
Day 9
10 pt. quiz on ch. 7 – 10
In class work time on book
jackets and essay assignment
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Day 2
Audio reading of
AKM
Discuss corruption
and blackmail
Reflection on ch. 1
Share reflections
Day 6
Discussion of
Idealism
HW: Journal entry
III
Day 10
Book Jacket
Presentations
Begin AKM film
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Day 3
10 pt. quiz on ch.
1- 3
Webquest 1930’s
activity
Discussion of
events in ch 1 - 3
Journal Entry I
HW: Read ch. 4 - 6
Day 7
Explanation of
Essay assignment
Discussion of
events ch 7 - 10
Day 11
Book Jacket
Presentations cont.
AKM film cont.
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Day 4
Webquest activity
on Huey Long
Discussion
similarities and
differences
between Long and
Stark
HW: Jounal entry
II Expect quiz on
ch. 4 – 6
Day 8
Discussion of
events ch 7 – 10
Discussion of
themes
Review for quiz
Reserve tv/dvd
player
Day 12
Essay Due
Continue Film
Lesson I - All The King’s Men
Review /Objective – (10 Minutes)
After completing lesson students will:
 Have a basic understanding of the life and work of Robert Penn Warren by
viewing, listening, and taking notes on a Power Point presentation about the
author’s background.
 Have anticipated the themes of the novel by completing an Anticipation Guide
about the novel.
Instructional Input - (30 Minutes)
Power Point presentation on Robert Penn Warren with guided notes.
Student Activity – (30 Minutes)
Anticipation guide
Students work on their own to complete the guide then pair and share in groups of
two.
Debriefing – (15 Minutes)
Short group discussion of activity
What was learned about Robert Penn Warren
What do students anticipate about the novel
Closure – (5 Minutes)
Distribute Unit Guide
Assignment – Start reading chapters 1 – 3
Lesson II – All The King’s Men
Review/Objective – (10 Minutes)
After completing lesson student will:
 Have listened, reflected, and expressed their thoughts on an audio reading of
the first chapter of All The King’s Men
 Have explored the meaning of corruption and blackmail as they relate to the
themes in the novel
Instructional Input - (30 Minutes)
Students will listen to an audio reading of the first chapter of All The King’s Men.
Discussion of setting and how the author establishes the setting in chapter one
Student Activity – (30 Minutes)
Students will work independently on a one page reflection of the reading of chapter
one keeping in mind the way in which the author developing the setting of the novel
in chapter one.
Debriefing – (15 Minutes)
Volunteers will read aloud their reflections on chapter one
Closure – (5 Minutes)
Assignment to continue reading chapters 1 – 3 expect quiz
Lesson III – All The King’s Men
Review/Objective - (10 Minutes)
After completing lesson students will:
 Have demonstrated their knowledge of the first three chapters of the novel by
taking a ten point quiz
 Have recalled and interpreted events in chapters 1 - 3
 Have a general understanding of the fashion, music, politics and art of the
early 1930’s by completing Webquest activity
Instructional Input – (20 Minutes)
Discussion of events in chapters 1 - 3
Student Activity – (40 Minutes)
Quiz on chapters 1-3
Webquest Activity
Debriefing – (15 Minutes)
Exchange quizzes and grade
Discuss correct answers
Explanation of Journal and Journal Entry I – How is the fashion and music of the
early 1930’s reflective of the time period?
Closure – (5 Minutes)
Assignment begin reading chapters 4 – 6
Lesson IV – All The King’s Men
Review/Objective – (10 Minutes)
After completing the lesson students will:
 Have collaborated to locate information on U.S. Senator Huey Long in the
form of a Webquest
 Have basic understanding of the life U.S. Senator Huey Long and how his
politics and life are similar to the character Willie Start
Instructional Input – (10 Minutes)
Explanation of the Webquest activity
Student Activity – (45 Minutes)
Webquest Activity
Debriefing – (20 Minutes)
Go over answers from Webquest
Discuss the similarities and differences between Huey Long and Willie Stark
Closure – (5 Minutes)
Expect quiz on chapters 4-6
Assignment Journal entry II – reflect on the similarities and differences between Huey
Long and Willie Stark
Lesson V – All The King’s Men
Review/Objective – (10 Minutes)
After completing the lesson student will:
 Have demonstrated their understanding of chapters 4-6 by completing a 10
point quiz on the material.
 Have a basic understanding of the term Machiavellianism and how it relates to
the characters in the novel
 Have recalled and interpreted events in chapters 4 - 6
 Have started to think about creating a book jacket for the novel that illustrates
either the conflicts, ideas, characters, or setting of the book
Instructional Input – (30 Minutes)
Discussion of the term Machiavellianism as it relates to the characters and conflicts of
the novel
Discussion of events in chapters 4 - 6
Explanation of the book jacket assignment
Student Activity – (30 Minutes)
10 point quiz on chapters 4-6
Pair and share brainstorm for book jacket assignment
Debriefing – (15 Minutes)
Grade quizzes and discuss correct answers
Share ideas from brainstorm
Closure – (5 Minutes)
Assignment chapters 7 – 10
Start working on book jackets at home
Tara Hannum
Unit Activity – All The King’s Men
Web quest – Huey Long
Answer the following questions about Huey Long using the websites listed at the
bottom of the page.
1. What platform is Huey Long most remembered for? Describe three proposals
he makes in his platform.
2. What was the title of Huey Long’s autobiography? In light of the title of Huey
Long’s book, what can we conclude about Robert Penn Warren’s title?
3. Huey Long was in constant conflict with which St. Landry Parish judge?
Describe how Huey Long tried to blackmail the judge?
4. What was the result of Huey Long’s use of blackmail?
5. Given the varied opinions of Huey Long’s platforms and tactics, what do you
believe his legacy has been?
www.hueylong.com
www.spartacus.schoolnet.co.uk/USAlongH.htm
www.youtube.com/watch?v=AbyMeMApC3U
historymatters.gmu.edu/d/5109/
Unit Activity – All The King’s Men
Web quest – 1930’s
Answer the following questions using the websites listed at the bottom of the page.
1. Many famous movies were made during the 1930’s. Name three that you
recognize from the first website listed at the bottom of the page. Have any of
the movies on the list been remade recently?
2. In 1935, who became the first person to fly solo across the Pacific Ocean?
3. In 1930 what was the average cost of a gallon of gas? A new car? A new
home?
4. The Great Depression and the Dust Bowl were two events that shaped life in
the 1930’s. Briefly explain what these events were and how they shaped the
1930’s.
5. The fashion of the 1930’s was very different from fashion today. What styles
were popular during the time period?
6. Many slang words and phrases became popular in the 1930’s. Define the
following popular words and phrases.
Boondoggle
Okey-doke
Speako
Hackie
Flopperoo
xroads.virginia.edu/~1930s2/Time/timefr.html
www.thepeoplehistory.com/1930s.html
www.kyrene.k12.az.us/schools/brisas/sunda/decade/1930.htm
All The King’s Men
Reading Quiz
Chapters 1 – 3
1. Briefly describe how Jack Burden remembers his childhood. Who was like a
second father to Jack after his own father left the home?
2. Explain why Judge Irwin was unhappy to see Willie Stark?
3. Name the construction company that was awarded the contract for the school.
Describe the disaster that occurred two years after the school was built.
4. Explain how Willie stops the efforts made to impeach him from office.
5. Jack describes an image that became more vivid for him with the passage of
time. Describe the image that holds so much meaning for Jack.
All The King’s Men
Reading Quiz
Chapter 4 – 6
1. In chapter four we learn about the life of Cass Masterson the topic of Jack’s
dissertation. Cass Masterson writes in his journal, “All men come naked into
the world, and in prosperity 'man is prone to evil as the sparks fly upward.”
Explain how this quote foreshadows the events that occur in Cass’s life.
2. Jack discovers that Mortimer L. Littlepaugh ‘s untimely death was caused by
suicide. Briefly discuss why Littlepaugh commits suicide.
3. Explain what eventually makes Adam accept the directorship of the Hospital.
4. Describe the conflict that Willie and Lucy have over their son Tom.
5. Jack discovers some disturbing information at the end of chapter six. Describe
the information given to him by Sadie Burke. Predict how this information
will shape Jack’s relationship with Willie.
Anticipation Guide
All The King’s Men
Yes/No
Explain
Do you believe that
politicians should live
according to higher standards
than you and me?
Should a person be judged by
their mistakes or their
accomplishments?
Is it ok for a politician to use
all their resources, even
knowledge of improper
conduct or deeds to get
ahead?
Would you protect someone’s
reputation even if you didn’t
agree with them?
Is blackmail ever an
acceptable behaviour?
Do you think politicians of the
past differ much from today’s
politicians?
Is there a difference between
greed and ambition?
Do you believe people reap
what they sow?
* If you need more space to explain your answers please use the back of your paper
Robert Penn Warren
1905 - 1989
•American
•Poet
•Novelist
•Critic
Education
• Born in Guthrie, Kentucky
• Mother was a teacher – Father was a
banker
• Attended:
– Vanderbilt - 1925
– University of California at Berkley - 1926
– Yale - Bachelor of Literature
– Rhodes Scholar from New College, Oxford
England, 1930
One Of The Founders Of New Criticism
• New Criticism – A form of literary criticism
that examines literature without
considering reader response, author’s
intention, or historical/cultural contexts.
• The words on the page are all that matter.
• The work is looked at as self contained.
Fugitives/Southern Agrarians
• Became involved with a group of poets called the
Fugitives and later with the Southern Agrarians while
studying at Vanderbilt.
• The Fugitives were a group of poets that published their
works in a literary magazine called The Fugitive. The
magazine focused on New Criticism.
• The Southern Agrarians evolved from the Fugitives and
were strong proponents of keeping southern culture and
tradition alive in the light of industrialization.
• Robert Penn Warren later separated himself from the
views of the Southern Agrarians as he became more
progressive in his thinking and supported racial
integration.
All The King’s Men
• Won the Pulitzer Prize in literature -1947
• The main character, Willie Stark,
resembles the populist governor and
senator from Louisiana Huey Long.
• Robert Penn Warren was teaching at LSU
In Baton Rouge during the time Huey Long
was politically significant in Louisiana.
Honors
• Poet Laureate 1944-1945
• Pulitzer Prize in Literature 1947 for All The
King’s Men.
• Pulitzer Prizes in Poetry 1958 Promises:
Poems 1954 – 1956, and 1979 Now and
Then.
• Presidential Medal of Freedom 1980
Personal Life
• Married to Emma Brescia 1930 – 1951
• Married to Eleanor Clark 1952
• Children: Rosanna Phelps Warren,
Gabriel Penn Warren
• Lived later part of life in Connecticut and
Vermont
• Died of complications related to bone
cancer in 1989