Unit Map for Course: ____12th HIP________________________
GILPP
Fall
Department: ___English_______________
Unit # _2_ : AP Literature Genre Study – “Love and Conflict in the Short Story”
Time Frame: 6 weeks
Number of lessons in this unit: _20___
Learning Outcomes
Common Core Learning Standards addressed in this Unit:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
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).
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.W.11-12.1a-e
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2a-f
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content.
CCSS.ELA-Literacy.W.11-12.3a-e
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under 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.
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1.c
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.
CCSS.ELA-Literacy.SL.11-12.1.d
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.
CCSS.ELA-Literacy.SL.11-12.2
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.
Course Standards addressed in this Unit:
Math only: Standards for Mathematical Practice addressed in this Unit:
Enduring Understandings for this Unit:
1) The short story is a unique way of
storytelling, requiring specific strategies from
the author and reader.
2) Class and culture affect our understanding of
love and sex.
3) Unreliable narration can drastically alter a
reader’s sense of what a story is about.
4) Identity is a complex thing, constructed of
social and individual influences.
5) All human beings must grapple with the
meaning of their lives and their
understanding of death.
6) Fiction can reveal the truth of history.
Essential Questions for this Unit:
1) What is the AP Literature Course/Exam? What is the format of the exam?
2) What is the design and philosophy of the exam, and how does it relate to college level
placement and credit?
3) What are essential elements of narrative prose fiction? How are short stories different
from other works of literature?
4) How do we analyze, discuss, and write about complex themes and ideas in short stories?
5) What is the purpose of literature? How does literature relate to
society/individuals/readers?
6) How does a writer create tone/mood, characterization, and structure in a work of fiction?
Text Specific Questions:
1) “The Necklace” – What is the relationship between class and identity? What are societal
pressures/constructions placed upon men and women? How do individuals respond (if at all) to
these pressures?
2) “The Rudy Elmenhurst Story” – How do individuals reconcile the demands of competing cultural
identities? How is gender and sexual identity formed, and how does this identity conflict or
reinforce cultural beliefs?
3) “Cathedral” and “Bartleby” – How does narration and characterization affect our understanding
of theme in a story?
4) “The Things They Carried” - What is the effect of war on individuals and societies? What is
courage, what is cowardice? What motivates immoral or evil behavior? How does fiction reveal
truth differently and sometimes more “truthfully” than non-fiction? Who are our enemies? How
are we affected by the deaths of our “enemies” as well as our loved ones?
Content of this Unit:
Skills of this Unit:
1) “The Necklace” by Guy de Maupassant.
2) “The Rudy Elmenhurst Story” by Julia
Alvarez.
3) “Cathedral” by Raymond Carver
4) “Bartleby, Scrivner” by Herman
Melville.
5) “The Things They Carried” by Tim
O’Brien.
1)
2)
3)
4)
5)
Close reading
Annotation
Identifying and analyzing textual evidence
Making inferences and evaluations from textual evidence
Analytical/Argumentative Writing – short response, formative assessments,
summative assessments
Key Vocabulary & Language of this Unit:
Resources used in this Unit:


Copies of all readings.

Writing utensils including pencils, pens, markers, and highlighters

Methods for collecting student work: student folders, submissions (Exit Tickets, worksheets)

Copies of the Short Response and Argumentative Essay Rubric and Checklist
TBD
Assessments
On-going and Formative Assessments:
Mid-Unit and Summative Assessments, including Performance
Tasks:
1) Standards Assessed:
1) Standards Assessed: RL 12.1-3,6; W12.1-4, 10
Students participate in reading and discussion, write informally in response
to text-based prompts, present information in an organized and logical
manner, and participate in evidence-based, collaborative discussion.
Summative Unit: Analyze a pair of the short stories in order to
illustrate a common theme. Explain crucial similarities and
differences in plot, setting, characterization, tone, and narration.
2) Quizzes for reading comprehension.
3) Timed mini-essays for AP practice.
Instructional Pathway
Learning Activities & Teaching Strategies Used in This Unit
See Examples of Learning Activities & Teaching Strategies in a Math Classroom at the end for ideas and edit/add to the list!
1)
2)
3)
4)
5)
Small group discussion and written responses (G)
Quick Writes (I)
Gallery Walk exercise/activity (G)
Whole class discussion, review terms, “think aloud” (C)
Jigsaw scenes/lines (G)
Standards Aim
RL12.1
RL12.1-3
SL1,2
1. Students read the short
story, “The Necklace”,
make observations, and
begin initial analysis.
Lesson Content
“The Necklace” by Maupassant.
Activities & Strategies
1) EQ: How is Mathilde described at the beginning
of the story versus the end?
2) What are the different social expectations that
men receive versus women?

2. Students in small
groups break down the
elements of the story,
“The Necklace”
Define literary terms: plot, setting, characters
3. To debate
Students explore and debate central themes in
Grouping Structures
(I) = individual
(P) = with a partner
(G) = in a student group
(C) = whole class
Whole class, individual, and jigsaw reading.
EQ: 1) What reading strategies can we use when we
encounter challenging texts?
2) How is the reader supposed to understand
Mathilde’s situation at the end of the story?
Students participate in a debate-style activity;
RL12.1-3
RL12.1-4
W12.4
SL12.1
RL12.1-3
Maupassant’s theme
and messages in the
story in comparison to
our beliefs and
understanding.
4. To use our
understanding of plot,
setting, and character
to begin developing a
theme for “The
Necklace.”
5. To practice close
reading analysis in
order to answer
complex, textdependent questions.
the story – the pressures of society versus the
wants of an individual.
philosophical chair.
Define theme. Use WS/Graphic Oragnizer to
develop a theme for “The Necklace.”
EQ: How does social or economic class affect our
choices in life?
6. To use an inventory of
plot, setting, and
character to begin
developing ideas for
“The Rudy Elmenhurst
Story” response paper.
Begin brainstorming ideas for essay on short
stories.
7. To preview and
analyze the critical
lenses from yesterday’s
class.
8. To review and finalize
our discussion on the
Alvarez story so that
Gallery Walk activity.
1) Students are working in small groups to
develop a theme for the story.
Close reading and annotating.
Students work as a class, small group, and then
individually to answer text-dependent questions.
1) What does the author mean when he says
“their natural poise, their instinctive good
taste . . . are the sole guiding principles
which make daughters of the common
people the equals of ladies in high society?”
2) Does the theme of the story suggest that
people shouldn’t dream of escape from
their surroundings?
3) In our own society, are women treated
differently than men when it comes to
desiring material things?
Discuss the following idea: Literature both
reflects reality and it can reinforce/shape
reality.
EQ: What does the Alvarez story show readers in
terms of how culture or environment can shape
people’s choices?
1) In small groups, students are working to
brainstorm ideas for short story essay.
2) Students will use ideas for the gallery walk
activity next lesson.
EQ: How can we leverage classmate’s ideas for
furthering our own understanding of these stories?
1) Gallery Walk – post-it, “idea stations.”
EQ: How does Alvarez’s story show the differences
between men and women when it comes to love and
sex?
W12.1-3
RL12.5-6
RL12.5-6
RL12.5-6
W12.1-4
SL12.1-3
W12.1
W12.1
we can reinforce our
knowledge for future
work.
9. Students demonstrate
mastery of unit texts
and ideas.
1) Small group and individual practice.
Mid-Unit Assessment
Students write in-class essay – mid-unit assessment:
Prompt: Find examples in the text where the dialog
between Yolanda and Rudy reflects something that is
true in real life; find examples that contradict real life.
10. To begin reading
“Cathedral” and
analyzing about how
narration can impact a
reader’s understanding
of a story.
11. To learn about
“unreliable” narrators
and how they alter our
understanding of a
story
12. To practice using
textual evidence to
analyze the unreliable
narrator and relate this
concept to the story’s
theme.
Concepts related to narrators and narratology.
EQ: How does the narrator’s attitude toward his
guest change by the end of the story, and why is
this significant?
13. To learn about the
concept of “empathy”
and how it completes
one of the themes of
Carver’s story.
Socratic Seminar activity
14. Develop thesis
statements that reflect
our analysis of
narrators and the theme
of “Cathedral.”
15. Develop drafts for
1) Close reading practice. Text-dependent
questions and small group discussion.
Raymond Carver’s “Cathedral”
EQ: How is the narrator of “Cathedral” unreliable?
1)
“Cathedral” short story.
Images of famous cathedrals.
Brief reading on the architecture of cathedrals.
Students explore the concept of unreliable
narrator through examples (Poe’s Tell-Tale
Heart) and the telephone game.
EQ: How does an understanding of the narrator help to
reinforce the theme of the story?
1) In groups, students analyze and discuss the
theme of the story in relation to concepts of
unreliable narration.
2) Exit Ticket on thoughts of cathedral architecture.
EQ: How does the narrator’s attitude toward his
guest change by the end of the story, and why is this
significant?
1) Students participate in a Socratic Seminar and
develop questions and answers on the topic of
empathy.
Writing Workshop
ET: How does our narrator learn empathy by the
end of the story?
EQ: How does explication differ from summation?
1) Students develop thesis statements in small
groups and individually.
Writing Workshop
EQ: How can we write provocative and effective thesis
statements?
performance task.
RL 12.1-3
RL 12.1-3
16. To analyze the context
of O’Brien’s “The
Things They Carried.”
Engagement activities – preview the subject
matter by watching short scenes of History
Channel documentary on the Vietnam War (5
min clip).
17. To closely read
O’Brien.
“The Things They Carried” by Tim O’Brien
Vietnam War Documentary – History Channel
SL12.1-3
W12.1
NA
18. To participate in
Socratic Seminar on
connections between
Vietnam War and Iraq
War
Socratic Seminar
19. To complete KWL
chart on the Vietnam
War and O’Brien’s
story
KWL chart
20. Begin reviewing for the Exam Review
unit assessment exam
1) Students practice developing thesis statements.
EQ: How does the setting and context of a story help to
contribute to meaning?
1) Students watch documentary and answer the
following questions: Who is involved in the
fighting of the war?
2) What complications does the U.S. military face
in Vietnam?
EQ: Why does O’Brien focus on certain details in his
descriptions of the soldiers and their experiences?
1) Students are doing close reading activities:
whole class discussion, small – group discussion,
individual practice.
2) WS on close reading.
EQ: What is lost in war – what is gained?
1) Students are developing and debating questions
related to war and U.S. culture:
2) When is war justified? Should the U.S. spread its
values to other nations, even those that reject
U.S. values?
3) Should the U.S. impose democratic ideals?
4) Should all cultural beliefs be respected, even
those that degrade and oppress minorities
(women, other races, other religions, etc.)?
EQ: How can a KWL chart help to organize and
reinforce knowledge?
1) Teacher models KWL chart creation.
2) Students work in small groups to complete their
own KWL charts in preparation for exam review.
Jeopardy-style game on reviewing key ideas from stories.
Differentiation strategies used in this unit & modifications embedded within this unit to provide access for all learners
Previewing Discussion Questions
Scene Synopsis
Audio and Visual supplementary material
Graphic Organizers for writing
Idea Maps for developing Thesis Statements
Outlines with sentence starters.
Development of Academic & Personal Behaviors and 21st Century Skills
NA
Evidence of Common Core Instructional Shifts
Where in this unit is there evidence of the Common Core Instructional Shifts in ELA/Literacy and/or Math? (Instructional Shifts)
Informational texts and media (Shift 1):
1) Scholarly article on cathedral architecture.
2) Reading and video on Vietnam War.
3) Article on sex, love, and culture – Laura Kipnis
Text Dependent Questions (Shift 4):
1) See lessons and EQ’s.
2) Close reading incorporated into daily lessons.
Unit 7 Performance Task with Rubric
Mid-Unit Performance Task:
Write a short response that compares the main characters from “The Necklace” and “The Rudy Elmenhurst Story”. In
your essay, make sure to highlight some key similarities and differences in their stories. You may, for example, analyze
similarities in their major conflicts and situations. You may look at key differences in their plot and setting.
Finally, you should provide an answer to the following question at some point in your essay: how do these stories portray the
influence of society and culture on a person’s actions?
Your essay should be typed, double-spaced, and use 12-point font. You should observe standard conventions of English
grammar and have organized paragraphs (introduction, body, and conclusion).
WORD COUNT – 300-350
Summative Performance Task:
Write an essay that answers the following question: how does Carver’s “Cathedral” portray the theme of empathy by the end of
the story? In your response, make sure to highlight some key scenes in the text that touch upon some of the ideas we discussed
in class, namely unreliable narration, the interactions with the blind man, the relationship between the narrator and his wife.
Finally, make sure that your thesis statement achieves the criteria we discussed in class: specificity and significance. The thesis
should address the above question: how does Carver’s “Cathedral” portray the theme of empathy by the end of the story?