English 4790 Final Project: Teaching Unit

I: Unit Introduction:

Unit Title:

Exploring Literature through Romantic, Victorian, and Modern era Authors

Brett Glover

Grade Level:

This teaching unit can be used for 9-12 grade students

Estimated Time For Teaching:

Ten to Twelve 50 minute class periods, 2 days for research and computer access

Unit Overview:

In this unit students will explore British Literature through Romantic, and Victorian era authors. Students will learn the history and backgrounds of an author from each era and choose one piece of literature to further examine. Students will engage in discussion groups, writing groups, and create a final project that describes the background of a specific author and an argumentative essay based off one of the poems or stories read in class. This unit allows students to learn about British Literature and create their own ending of one of the poems or stories read in class.

Theory to Practice:

The final writing assignment of this teaching unit is for the students to create an argumentative essay based off one author from the Romantic era and one author from the Victorian era. After the students have done the essay they will each pick a poem or story they enjoyed and use their imagination to come up with a new ending to the story. The final writing assignment will allow students to use their analytical skills to examine and discuss a deeper meaning of a specific text. The writing assignment will use the writing process to peer evaluate, discuss, and access the students work. This writing assignment will also allow for student choice and the use of each students imagination to develop a new ending of their choice. The main goal is for students to support their argument using symbols and metaphors that are present throughout each story or poem.

Student Objectives: Students will understand the following:

1. Students will explore literature from different time periods and genres such as the Romantic and Victorian era.

2. Students will develop new skills to properly construct an argumentative essay which includes a supported thesis.

3. Students will understand how to question a certain poem or story to further understand the full meaning.

4. Students will master the writing process which includes drafts, peer review, group discussion, pre-writing, and writing stations to develop a strong and well thought out essay.

5. Students will show how symbolism and imagery are present in each story to further support their thesis in the final writing assignment.

Michigan Content Expectations: This Unit will cover the following content expectations:

Standard 1.1: Understand and practice writing as a recursive process:

CE 1.1.2 - Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, Clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

CE 1.1.4 - Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

CE 1.1.5 - Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text—deleting and/or reorganizing ideas, and addressing potential readers’ questions.

CE 1.1.8 - Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.

Standard 1.2: Use writing, speaking, and visual expression for personal understanding and growth:

CE 1.2.2- Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment).

CE 1.2.3- Write, speaks, and creates artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slams poetry, blogs, WebPages).

CE 1.2.4 -Assess strengths, weaknesses, and development as a writer by examining a collection of own writing.

Standard 1.3: Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire).

CE 1.3.1- Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

CE 1.3.2- Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.

CE 1.3.4 -Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion).

CE 1.3.6- Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).

CE 1.3.7- Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

CE 1.3.8- Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content).

Standard 1.4: Develop and use the tools and practices of inquiry and research—generating, Exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report.

CE 1.4.2- Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources.

CE 1.4.3 -Develop and refine a position, claim, thesis, or hypothesis that will be explored and supported by analyzing different perspectives, resolving inconsistencies, and writing

about those differences in a structure appropriate for the audience (e.g., argumentative essay that avoids inconsistencies in logic and develops a single thesis; exploratory essay that explains differences and similarities and raises additional questions).

CE 1.4.6- Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).

Standard 1.5: Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories).

CE 1.5.1- Use writing, speaking, and visual expression to develop powerful, creative and critical messages.

CE 1.5.4 -Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).

Standard 2.1: Develop critical reading, listening, and viewing strategies: CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own

prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.

CE 2.1.5- Analyze and evaluate the components of multiple organizational patterns (e.g., compare/contrast, cause/effect, problem/solution, fact/opinion, theory/evidence).

CE 2.1.6- Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts.

Standard 2.2:- Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions).

CE 2.2.1- Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).

CE 2.2.3- Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspective.

Standard 2.3: Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.

CE 2.3.1 -Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.

CE 2.3.2- Read, views, and/or listens independently to a variety of fiction, nonfiction, and multimedia genres based on student interest and curiosity.

CE 2.3.4- Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books).

CE 2.3.5- Engage in self-assessment as a reader, listener, and viewer, while monitoring comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning.

CE 2.3.7- Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs).

CE 2.3.8- Develop and apply personal, shared, and academic criteria to evaluate own and others’ oral, written, and visual texts

Standard 3.1: Develop the skills of close and contextual literary reading:

CE 3.1.2- Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works.

CE 3.1.4 -Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work.

CE 3.1.5 - Comparatively analyze two or more literary or expository texts, comparing how and why similar themes are treated differently, by different authors, in different types of text, in different historical periods, and/or from different cultural perspectives.

CE 3.1.6- Examine differing and diverse interpretations of literary and expository works and explain how and why interpretation may vary from reader to reader.

CE 3.1.7 - Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other text.

CE 3.1.8 - Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.

Standard 3.2:- Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, hypertext fiction):

CE 3.2.1 - Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning.

CE 3.2.2- Identify different types of poetry (e.g., epic, lyric, sonnet, free verse) and explain how specific features (e.g., figurative language, imagery, rhythm, alliteration, etc.) influence meaning.

CE 3.2.4- Respond by participating actively and appropriately in small and large group discussions about literature (e.g., posing questions, listening to others, contributing ideas, reflecting on and revising initial responses).

CE 3.2.5 -Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

Standard 3.3: Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of text:

CE 3.3.2 -Read and analyze classic and contemporary works of literature (American, British, world) representing a variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society.

Standard 4.1: Understand and use the English language effectively in a variety of contexts and settings:

CE 4.1.3- Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g., persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers.

CE 4.1.5 - Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.

II: Unit Components:

Resources: To properly complete this unit, students will need access to the following resources and materials:

1. Paper and Pencil 2. Copies of Joseph Conrad’s Heart of Darkness, The Rime of The Ancient Mariner by

Samuel Taylor Coleridge, Lines Composed a Few Miles Above Tintern Abbey by William Wordsworth, and On the Origin of Species by Charles Darwin. (All poems and short stories are available at: “http://www.online-literature.com/coleridge/646/”).

3. Access to the computer lab for 4 out of the twelve days so students can type and print papers along with the access to the internet and library database for biographical historical research.

4. Access to projector screen for visual aid5. Individual journals for pre-write activities and questions 6. Individual binders to form “Student Reading/Writing Portfolios”

Teacher Preparation: Teacher will have to make photocopies of each short story and poem to hand out to each student. The teacher will also have to sign out the computer lab for four days. Teacher will have to read and understand each short story and poem in order to properly teach this lesson. Teacher will also have to make assignment sheets describing each author and writing assignments for the pre-writing activities. Teachers will also have to be able to lead discussion regarding each text, ask questions that are open ended to promote healthy discussion and debate. Teachers will also have to make peer evaluation sheets, final assessment sheets, and any other worksheets that would benefit this lesson.

Detailed Lesson Plans: Lesson covers twelve 50 minute class sessions:

Day One:

5 min: Introduce to your class “we are starting a new unit which explores British Literature through two different eras, Romanticism and Victorian”. ( This Lesson covers only Romantic era)

10 min: Show the class using the projector screen, the collage of the Victorian authors and Romantic authors. When showing the class what the authors look like, address them to take notes on the brief historical background of each author. You can include:

o Joseph Conrad: Born December 1857 and died August 3, 1924. Conrad is said to be one of the great English novelist.

o William Wordsworth: Born April 7, 1770 and died April 23, 1850. Along with fellow Romantic era poet Samuel Taylor Coleridge both men helped spark the Romantic age in English Literature with the joint publication Lyrical Ballads.

o Charles Darwin: Born February 12, 1809 and died April 19, 1882. Darwin established that all species have descended or evolved over time.

o Samuel Taylor Coleridge: Born October 21st 1772 and died July 25th 1834. 25 min: Explain to the students that they will be conducting research using the media

centers resources along with the internet to compose a 2 part project on Romantic and Victorian era authors. Explain they will read a poem or short story from each of the authors stated above and assigned to write a 3 page argumentative essay that focuses on the symbolism and imagery throughout each piece. Also, explain they will also choose a poem or short story they found interesting or enjoyed reading, and come up with a new ending to that particular piece they chose (Tell them to use their imagination and BE CREATIVE!!!).

10 min: Explain to the students their homework assignment: Go home and research Romantic and Victorian literature and write 10 interesting facts about each era. Write them down in your journals. Also, Hand out binders to students and advise them everything they work on will end up in the portfolio.

Day Two:

10 min: Allow the students to get into small groups and share their 10 interesting facts with each other.

35 min: Hand out copies of Samuel Taylor Coleridge’s The Rime of The Ancient Mariner and give the students 20-25 minutes to read the story. After the students have read the story hand out the “during-reading” question worksheet.

5 min: Tell students to fill out and answer each question based of the reading, and then place into their portfolio.

Day Three:

20 min: Form small groups no more than 4/group and each group will come up with a question to ask the class as a whole regarding any question they might have about The Rime of The Ancient Mariner.

15 min: Bring the class together by forming a large circle of the desks and have each group ask their question to the class and start leading the class discussion.

10 min: End the first author and the story by giving the students a journal entry topic which asks, what were your overall feelings about the story? Did you enjoy it? What made the story significant? What was the overall message in your opinion?

5 min: Explain to the students to answer the questions and put them in their portfolios. Also, mention to the students tomorrow we will read another Romantic era author, named William Wordsworth.

Day four:

10 min: Give the students a brief historical background on the English Romantic author William Wordsworth. Use the projector to provide visual aid that includes pictures or pieces by the author.

25 min: Hand out copies of Lines Composed a few miles above tintern abbey. The class will read this poem together with the teacher starting and stopping to further discuss important parts of the poem.

10 min: After reading the poem assign students the “Post-reading assignment” and have them fill it out and place it in their portfolios.

5 min: Announces to the class that they will be meeting in the media center the next class session to conduct research on one of the Romantic authors they had just read.

Day Five: Class will meet in the school media center and given specific instructions on what to do:

Students will choose either William Wordsworth or Samuel Taylor Coleridge to conduct research on.

After students have picked an author they will use the internet to find the meaning and usage of symbolism and imagery and describe how it’s significant to the work as a whole.

After researching an author of their choice the teacher will hand out copies of the final writing assignment and go over it, answering any questions students might have.

Day Six:

5 min: Teacher will assign and form groups and have the students discuss and list the symbols and images that were present in each story.

20 min: Teacher will address and hand out the pre-writing assignment that gives the students a starting point on the direction of their paper. Students will answer and place in portfolios.

25 min: Students will have the rest of the class to start their first draft and have it rough first draft ready for peer evaluation for the next class session.

Day Seven:

50 min: Students will be given the whole class period to conduct peer evaluations, and respond by giving feedback. Students will be given peer evaluation sheets with questions that are aimed to provide helpful feedback. Students must correct and complete their first drafts for the next session.

Day Eight:

10 min: Teacher will explain to the students to partner up and read their paper out loud trying to catch any errors and help critique the tone and flow of the paper.

40 min: Each student will meet with the teacher to conduct a student/teacher writing conference that focuses on the structure of the paper. Does the paper have a introduction, paragraphs supported by evidence, and a conclusion?

Day Nine: Students will meet in the media center and given the full class session to type their final writing assignment. The teacher will also explain to the students that they will need to have an organized final writing portfolio which includes everything that was used during the lesson.Teachers will then hand out to the student’s directions describing what should be in each portfolio.

Day Ten: The last day of this lesson will be used for student reflection and having each student give a 2-3 minute overview describing which author they chose and give an example of at least one symbol or image they used to further examine.

Teachers incorporating both Romantic and Victorian eras can follow the same format, but be sure to include more time and different essay questions.

Varied Assignments:

Final Writing Assignment

Exploring Literature through Romantic Era Authors

11 th Grade English Language Arts

Assignment Overview- For this writing assignment you will choose one of the two Romantic era authors that we have just read in class.

1. Samuel Taylor Coleridge, The Rime of the Ancient Mariner

2. William Wordsworth, Lines composed a few miles above tintern abbey

After you choose your author and work, you will create a thesis driven argumentative essay that is focused on the author’s use of imagery and symbolism to understand the significance of the work. Ex: What image did the albatross have on the ships and the sailors, and why was the albatross such a significant role throughout the poem, what did the mariner have to do with the albatross? This is just an example, but I want you to discuss different symbols and imagery present, and explain how they are used and how are the symbols and images painted by the authors are significant to meaning and understanding of the text.

Finished Product:

Paper should include name, title, class section, and date Paper should be no less than 3 full pages Paper should include thesis statement that explains what exactly you are arguing Paper should include introduction, body paragraphs supported by quotations to

help discuss the meaning of each point, and a conclusion that readdress your thesis statement and its significance to the text.

Extra Credit:

If you want to receive ten extra credit points re-write the ending to one of the poems above (you choose) in a way that you feel would be interesting or enjoyable to read. Write a 2-3 paragraph ending in a separate document, with your name at the top, print, and place in portfolio.

Pre, During, Post Reading Writings:

Pre- Reading: Samuel Taylor Coleridge’s The Rime of The Ancient Mariner:

Student Journal Entry

Informal Writing: In your journals, write down what you believe the meaning of the title is. Where do you think this poem might take place, land or water? Why?

During Reading:

Samuel Taylor Coleridge’s The Rime of the Ancient Mariner

Questions for Discussion

Directions: In your journals come up with 2 questions to address to the class to help understand to text. Focus your questions on anything that seems to be interesting, false, or anything you want to have further discussed by the teacher and class.

After Reading:

Samuel Taylor Coleridge’s The Rime of the Ancient Mariner

Specific Passage Explanation

Directions: In your journals, pick out one passage in the poem to further examine and analyzes. Who is the speaker? What are they trying to say? What literary elements are used in the passage Why was this passage significant to the understanding of the text as a whole?

Discussion Activity: For the discussion activity the teacher will form two rows of desks that face each other. The teacher will number the students off, telling the students that all number 1’s are on the left and all number 2’s are on the right. The teacher will then explain that the students will be competing in a literary debate. The teacher will assign different symbols that are used throughout the text and give students 10 minutes to come up with their support of why their choice is significant to the overall interpretation of the text.

Peer Review: Teacher will hand out peer review form and explain to the students that they need to carefully read partners paper and respond to the review questions. Then the teacher will explain how a properly reviewed paper will improve the structure and quality of the final draft.

Romantic Era: Paper Three Peer Evaluation Form

Directions: Pair up with a student and exchange papers, be sure to be honest and give your partner positive and helpful feedback that you believe can help improve their paper.

After you have finished reading your partners paper, now respond to the following questions:

1. Does the paper have a creative title? If yes, what? If not, give your partner some ideas on a catchy title.

2. Does the paper have a thesis driven introduction? What is the thesis statement, what is the main argument the writer is aiming to support?

3. Does the paper have body paragraphs that use quotations to further support their thesis?

4. Does the paper include a conclusion summarizing the overall argument?

5. Circle any grammatical errors or misspelled words throughout the paper.

6. Does the reader understand which symbols and images are being discussed? List them:

7. What are some of the strengths of this paper?

8. What are some aspects that need improvement?

Self- Reflection for Students: This reflection is giving after the reading and writing process.

Romantic Era Literature

Student Reflection

Directions: Answer each question honestly, also use the knowledge gained throughout the lesson to further answer question. When finished, place this sheet into your portfolio and hand in you final project.

1. Which author did your choose to write your paper on? And what was your topic?

2. Briefly explain what you were assigned to do for this project.

3. What was one of the most interesting facts or observation you had while researching your topic, what didn’t you know about this time periods or author than you know now?

4. Explain the skills you used to properly construct a strong 3 page essay?

5. Overall did you enjoy the lesson? What did you like? What could be left out?

6. Did you feel that the use of individual portfolios was a good idea? Is it a logical way for students and teachers to become more organized?

Assessment Rubric:

Romantics: Final Writing Assignment Rubric

Overview: The final writing assignment is worth 100 points of your final portfolio and us graded based off the following.

Ideas and Content: Did the students paper-

1. Include a clear and focused message2. Stay on topic; was it relevant to what they were talking about?3. Seem interesting and was it easy to read

Organization: Did the students paper-

1. Have an introduction that caught the reader’s eye?2. Link their ideas to the greater message of the paper?3. Include a strong conclusion that wraps up their thoughts and supporting their

argument?4. Seem to have been read-over and checked for grammatical and spelling errors?5. Fill at least 3 full pages, include a creative title, and use in text citations?

Individual Portfolio: Teachers will explain the format of the portfolios and advise the students to “write this down”:

Table of Contents:1. Journal article entries2. 10 interesting facts3. First Rough Draft with Peer Review Sheet4. Second Draft with Peer Review Sheet5. Final Draft of paper6. Extra Credit: Students new ending7. Self- Reflection

About the Author: My name is Brett Glover, and I am currently a senior at Western Michigan University studying Secondary Education with a major in History and a minor in English.