Subject

Dark Romantic and Gothic Literature

Grade

12th

Semester

Fall 2015

Instructor(s)

Sarah Ochoa, Deanna Slaughter

Anchor Text

William Faulkners A Rose for Emily (ARFE)

Supplementary Texts

Barbie Doll by Marge Piercy

Essential Question
Supporting Inquiries

What does it mean to feel accepted?

Unit Rationale

With a full quarter behind us, I have been able to assess the writing skills of the seniors in our Dark
Romantic and Gothic Literature class. Despite their grade-level, these students are grossly lacking in
fundamental writing skills including thesis and topic sentence writing, introduction and conclusion
paragraph writing, and the utilization of textual evidence to support an argument. Because of this lack of
proficiency, the following five-day writing unit will focus on taking students step-by-step through the
writing process following an introduction into Literary Analysis. Students will be provided with options
of writing graphic organizers from which they will have to choose from and utilize for daily assessments.
Additionally, students will be provided with a card-stock cheat-sheet to assist them when they write
independently. Class time will be allotted for students to write their thesis statements, topic sentences,
and introduction paragraphs, which will then be assessed and approved before the students, move on.

Although the unit includes a number of scaffolding techniques that may seem unnecessary for a senior
class, the level of support will decrease as students progress through the rest of the year. The two main
goals for the unit are for students to be able to perform an in-depth literary analysis of two texts from
the quarter, including the units anchor text A Rose for Emily and master the fundamental writing skills
mentioned above.


Unit Standards
Arizona State StandardsEnglish and Language Arts
http://www.azed.gov/standards-practices/englishlanguageartsstandards/

Domain: Reading Standards for Literature
Cluster: Key Ideas and Details
Standards:
(11-12.RL.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.
(11-12.RL.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.
(11-12.RL.3) Analyze the impact of the authors 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).
Cluster: Craft and Structure
Standards:
(11-12.RL.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.)
(11-12.RL.5) Analyze how an authors 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.
Cluster: Integration of Knowledge and Ideas
Standards:
(11-12.RL.9) Demonstrate knowledge of eighteenth-, nineteenth-, and earlytwentieth-century foundational works of American literature, including how two or
more texts from the same period treat similar themes or topics.
Cluster: Range of Reading and Level of Text Complexity
Standards:
(12.RL.10) By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11CCR text complexity
band independently and proficiently.
Domain: Reading Standards for Informational Text 912
Cluster: Craft and Structure
Standards:
(11-12.RI.5) 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.
Domain: Writing Standards 912
Cluster: Text Types and Purposes
Standards:
(11-12.W.1) Write arguments to support claims in an analysis of substantive


topics or texts, using valid reasoning and relevant and sufficient evidence.
(11-12.W.2) 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.
Cluster: Production and Distribution of Writing
Standards:
(11-12.W.4) Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(AZ.11-12.W.4) Produce clear and coherent functional writing (e.g., formal letters,
experiments, notes/messages, labels, timelines, graphs/tables, procedures,
invitations, envelopes, maps, captions, diagrams) in which the development and
organization are appropriate to the task, purpose, and audience.
(11-12.W.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 13 up to and including grades 11
12.)
Cluster: Research to Build and Present Knowledge
Standards:
(11-12.W.9) Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Cluster: Range of Writing
Standards:
(11-12.W.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.
Domain: Speaking and Listening Standards 912
Cluster: Comprehension and Collaboration
Standards:
(11-12.SL.1) Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
building on others ideas and expressing their own clearly and persuasively.
Cluster: Presentation of Knowledge and Ideas
Standards:
(11-12.SL.4) Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, so that listeners 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.
Domain: Language Standards 912
Cluster: Conventions of Standard English
Standards:
(11-12.L.1) Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
(11-12.L.2) Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
(11-12.L.3) Knowledge of Language 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.
Cluster: Vocabulary Acquisition and Use
Standards:
(11-12.L.5) Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
(11-12.L.6) 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.

Lesson Plan 1: Literary Analysis Overview and Thesis Writing
Objectives-SWBAT
Standards
Define LITEARY ANALYSIS in their own words 11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
Define THESIS STATEMENTS in their own
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.11words
12.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 11 Write thesis statements for their literary
12.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 11analysis essay assignment
12.L.3, 11-12.L.5, 11-12.L.6
Materials
Technology
Writing Graphic Organizers
PowerPoint Presentation
Hard copies of unit texts
SmartBoard
Input
Modeling
Students will receive the information they
The lessons PowerPoint presentation acts as a
need to reach the lesson objectives through a
model for student notes.
PowerPoint presentation.
Student notes should mimic the format of the
Important information is highlighted in the
PowerPoint and should include all of the
PowerPoint presentation.
highlighted information.
Anticipatory Set
Literacy Component
Students will provide a short written response Graphic Organizers
to the question, Why write essays? and will
SPOT THE THESIS: Students will be asked to
share answers with the class.
agree as a class on whether or not provided
examples of thesis statements are
ACTUALLY thesis statements.
Guided Practice
Independent Practice
We will write an example thesis statement
Students will write their own thesis
together
statements
Checks for Understanding
Closure
THUMB-O-METER: Students will be asked to
3-2-1 Closure Activity: Students will write 3
show a thumbs-up; thumbs-sideways, or
things they learned, 2 things they still have
thumbs-down when asked if they are
questions about and 1 thing they want us (the
prepared to write their own thesis statements.
instructors!) to know
Assessment: Students must have their Thesis Statements READ and APPROVED by the end of the
school day.


Lesson Plan 2: Topic Sentences and Quotes as Textual Evidence
Objectives-SWBAT
Standards
Define TOPIC SENTENCES in their own words 11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
Write 3 topic sentences connecting to the
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.11thesis statements they already wrote
12.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 11 Appropriately utilize quotes in a literary
12.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 11analysis essay
12.L.3, 11-12.L.5, 11-12.L.6
Materials
Technology
Writing Graphic Organizer
PowerPoint
SmartBoard
Input
Modeling
Students will receive the information they
The lessons PowerPoint presentation acts as
need to reach the lesson objectives through a
a model for student notes.
PowerPoint presentation.
Student notes should mimic the format of the
Important information is highlighted in the
PowerPoint and should include all of the
PowerPoint presentation.
highlighted information.
Anticipatory Set
Literacy Component
Students will write a short response to the
Graphic Organizers
question, Why is textual evidence crucial to
forming an argument?
Guided Practice
Independent Practice
We will write an example topic sentence
Students will write 3 topic sentences
together to match the thesis statement we
connecting to their thesis statements
wrote as a class
Checks for Understanding
Closure
3-2-1 Finger Scale: 3 = Mastery
Be The Teacher: Students will present three
2 = Understanding 1 = Willing to Make an Effort
key ideas they think everyone should have
learned.
Assessment: Students must have their topic sentences READ and APPROVED by the end of the
school day.

Day: Monday
Date: November 2, 2015
Topic: Review and Simple Comparison of Unit Texts
Objectives-SWBAT
Standards
11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
Summarize the unit text in their own words
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
Use a Venn-Diagram to compare texts
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.11 Choose which texts they will write about in
12.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 11their literary analysis essays
12.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 1112.L.3, 11-12.L.5, 11-12.L.6
Activities
Materials
Summary Writing
PowerPoint
Venn-Diagram Activity
SmartBoard
Assessment: Students will turn in their notes from their day and their individual Venn-diagrams
to be checked for completion.



Day: Tuesday
Date: November 3, 2015
Topic: Literary Analysis Overview and Thesis Writing
Objectives-SWBAT
Standards
11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
Define LITEARY ANALYSIS in their own
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
words
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.11 Define THESIS STATEMENTS in their own
12.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 11words
12.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 11 Write thesis statements for their literary
12.L.3, 11-12.L.5, 11-12.L.6
analysis essay assignment
Activities
Materials
SPOT THE THESIS
Writing Graphic Organizers
THUMB-O-METER:
Hard copies of unit texts
3-2-1 Closure Activity:
PowerPoint
SmartBoard
Assessment: Students must have their Thesis Statements READ and APPROVED

Day: Wednesday
Date: November 4, 2015
Topic: Topic Sentences and Quotes as Textual Evidence
Objectives-SWBAT
Standards
Define TOPIC SENTENCES in their own words 11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
Write 3 topic sentences connecting to the
11-12.W.1, 11-12.W.2, 11-12.W.4, 11-12.W.5,
thesis statements they already wrote
11-12.W.9, 11-12.W.10, 11-12.L.1, 11-12.L.2,
Appropriately utilize quotes in a literary
11-12.L.3, 11-12.L.5, 11-12.L.6
analysis essay
Activities
Materials
3-2-1 Finger Scale
Writing Graphic Organizers
Be The Teacher Closure Activity
PowerPoint
SmartBoard
Assessment: Students must have their topic sentences READ and APPROVED

Day: Thursday
Date: November 5, 2015
Topic: Introduction and Conclusion Paragraphs
Objectives-SWBAT
Standards
11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
Summarize the basics rules of Introduction
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
and Conclusion paragraph writing in their
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.11own words
12.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 11 Write an introduction paragraph for their
12.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 11literary analysis essays
12.L.3, 11-12.L.5, 11-12.L.6
Activities
Materials
Note-taking
Writing Graphic Organizers
Fist-to-5
PowerPoint
Introduction paragraph writing
SmartBoard

Assessment: Students must have their intro paragraphs READ and APPROVED




Day: Friday
Topic: Sample Student Papers/Work Day
Objectives-SWBAT
Use the PARK rubric to score sample student
essays
Write literary analysis essays comparing two
of the units texts

Date: November 6, 2015

Standards
11-12.W.1, 11-12.RL.2, 11-12.RL.3, 11-12.RL.4,
11-12.RL.5, 11-12.RL.9, 12.RL.10, 11-12.RI.5,
11-12.W.1, 11-12.W.2, 11-12.W.4, AZ.1112.W.4, 11-12.W.5, 11-12.W.9, 11-12.W.10, 1112.SL.1, 11-12.SL.4, 11-12.L.1, 11-12.L.2, 1112.L.3, 11-12.L.5, 11-12.L.6
Activities
Materials
Student Essay Review/Scoring
Sample Student Essays
WRITING DAY
PARK Rubrics
Writing Graphic Organizers
Assessment: Students essays due Wednesday November 10, 2015 at 4:30pm