Unit TitleDesigned by: Sarah Jackson Length of Unit: 3 weeks (15 days)

Subject/Content/Texts to be Read:

Modernist Literature (poetry and short story) Ezra Pound’s “In a Station of the Metro,” and “A Pact,” “Thirteen Ways of Looking at a Blackbird” by Wallace Stevens T.S. Eliot’s, “The Love Song of J. Alfred Prufrock,” Wallace Stevens, “Anecdote of the Jar,” Claude McKay’s “America,” William Faulkner’s , Barn Burning

Grade Level: 11-12

Unit Overview

This unit will introduce the modernist period by looking at historical events, and themes prevalent in modernist literature. We will explore these themes through literary analysis. We will look at both what influenced the movement and effects the movement had on society. Understanding Modernism as a literary movement is important for students, especially before tackling modernist novels. This is the reason I chose to begin the unit looking at shorter texts (poems and a short story). At the end of the unit, students will write an essay about how we can look at literature as a cultural artifact for the modernist time period. My goal is to spend three weeks looking at these texts in preparation for a following unit on the novel The Great Gatsby.

Stage 1 Desired Results

Common Core State Standards met:

CCSS.ELA-LITERACY.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn

The overarching theme/big ideas that will ground the unit.

These texts will be connected by themes in modernist literature and the historical context of the period, and their reflection of societal norms.

from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.2Determine 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.11-12.5Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where

Modernist Literature (poetry and short story) Ezra Pound’s “In a Station of the Metro,” and “A Pact,” “Thirteen Ways of Looking at a Blackbird” by Wallace Stevens T.S. Eliot’s, “The Love Song of J. Alfred Prufrock,” Wallace Stevens, “Anecdote of the Jar,” Claude McKay’s “America,” William Faulkner’s , Barn Burning

Learning Objectives –

Students will be able to…

Discuss the historical context of the modernist era

Understand how different literary devices are used in modernist literature

Distinguish modernist literature from other literary genres

Determine factors that mark a text as modernist

Produce a clear and cohesive essay demonstrating an understanding of modernist literature as a cultural artifact of the time period

Be prepared to analyze a larger modernist text (novel) in the future

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.11-12.6Analyze 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.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.11-12.4Produce 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.11-12.5Develop 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 1-3 up to and

Unit Rationale

Unit Rationale:

I have chosen to teach about modernism first by looking at its historical context and then by analyzing and writing about modernist literature. I chose to use poetry and a short story, rather than a novel because I feel that students are less likely to skip the assigned readings since they are short texts. I also believe that poetry is often intimidating for students, so I plan to make it a bit more approachable and even fun. I think it will be easier to analyze and discuss some of the literary themes and devices in modernist literature by looking at shorter texts because they are often more obvious than in longer texts.

I feel that learning about modernism and the modernist period is more interesting when learning through literature rather than a history book. I think this unit will be valuable to students because they will be able to retain the information better (hopefully) than simply reading about modernism and what it involves.

Buehl, Doug. Classroom Strategies for Interactive Learning

Anderson, Jeff. Mecanically Inclined

Blau, Sheridan D., The Literature Workshop

including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RI.11-12.5Analyze 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.

CCSS.ELA-Literacy.RI.11-12.6

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

CCSS.ELA-Literacy.RI.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.RI.11-12.2Determine two or more 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 provide a complex analysis; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacy.RI.11-12.5Analyze 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.

CCSS.ELA-Literacy.RI.11-12.6Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Stage II

Calendar: Outline of lessons, goals, & activities

Day Lesson Name Goal Activities Assessment

1 What is Modernism?

1910s-1930s

Students will understand the effects of change in

society.

Define Modernism as a class.

Journal Entry

Homework: Write a Letter

Journal-informal

Letter-formal

2 Modernism in Literature Students will understand the cultural and historical

context of Modernism. Students will be able to

define and create imagist poetry.

Journal entry- Abstract Art

Notes: Fill in Chart

Build a short poem like an Imagist poet.

I will use the sentences as an exit slip.

3 Modernism: Imagery in poetry Know what it looks like and be able to reproduce imagism

Close Reading with Guide Charts and Poem

4 Romantic Or Modern? Describe differences in modernist vs. romantic poetry

Discussion and activity questions

Discussion participation

5 Voice Distinguish the speaker and listener (silent) in a dramatic monologue poem, and be able to talk about forms of figurative language

13 Ways Activity Grade Homework assignment

6 Motifs and Patterns of Modern Poetry X3

Understand that the subject of poems can be

Poem-in-a-Day Exit Slip

poetry itself, as an art Students will get through 3 different poems

7 Back to Prufrock Understand author’s purpose

Analyze compound words

Close Reading and Socratic Circle

Students assess each other during Socratic

8 Prufrock: Last Day, I Promise Understand the tone, setting and plot of poem

Fill in Prufrock Analysis Chart is graded

9 Poet and You Know It Reproduce Modern poetry form

Write a poem! Completion

10 Poetry Slam! Students will demonstrate knowledge of Modern Poetry by reading poems

Ssare and Vote Student assessment

11 “Barn Burning” Discussion Describe characters and their traits in the story and discuss what motivates them

Anticipation Guide Breaks: Ask students questions one-on-one

12 “Barn Burning” Social Class and Alienation

Comprehend societal issues reflected in Barn Burning

Jigsaw Quiz

13 “Barn Burning” Conclusion Students will be able to talk about aspects of story like plot, theme, devices, etc

Story Mapping Maps/Discussion questions

14 Review Day Students will ask questions and be

Review Notes (PPT) Student questions

prepared for exam essay

15 Exam Day Students will write cohesive, well-developed essay, using knowledge of items learned throughout unit

Exam Essay Test Graded Based on requirements

Daily PlansOutline

Title of today’s lesson: What is “Modernism?” Day 1

Overview: [Provide a short (2 sentence) description of lesson]

Students will think about the term modern and what it means to them. I will then define Modernism as a literary movement. Students will think about how change affects society.

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face in accomplishing the lesson objectives and how you plan to address these.

Students might think of the term modern as anything that is new or recently developed. Students probably do not understand how society and history influenced modernist literature.

Materials/Sources: Use bullet points to identify the resources that the teacher and students will use in the lesson. Attach all relevant materials such as handouts, lecture notes, etc.

White board/ Chalk board Doc Cam Journals Pen/pencil Homework 1 (attached folder)

1. 15 minutes: Have the term modern on the board. Begin class by asking students to go up to the board and write a word/a couple words that come to mind when they hear the word modern. We will then discuss their ideas and come up with a classroom definition of modern, which we will refer to and change throughout the unit. This is important for the unit because students will have a different definition of modernism after the unit. I will show students how our own perceptions can be changed by looking at ideals through a historical lens.

2. 5 minutes: On doc cam, provide definition of modernism (from the University of Virginia’s Electronic Labrynth), and read it aloud to students.

http://www2.iath.virginia.edu/elab//hfl0255.html

The term modernism refers to the radical shift in aesthetic and cultural sensibilities evident in the art and