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Caitlyn Yohn
Dr. Arnzen
EL312
22 April 2015
Independent Project: Unit Plan
Unit Plan: Postcolonial Theory in Heart of Darkness
Duration: Four Weeks
42-Minute Periods
Grade Level: 11th or 12th
Overview:
Over the course of the unit, the students will focus their attention on
aspects of postcolonial theory in literature and film in and outside the
classroom. Heart of Darkness by Joseph Conrad is one of the well-known
pieces of literature that is associated with postcolonial theory. Over the
course of the four weeks, the class will partake in read-alouds, silent reading,
and group discussion during class time. The novel is a shorter text, a novella,
but the text is dense with a large amount of information to comprehend.
Students will also be expected to complete some reading outside of class as
well as reflecting on the reading to see if they have any questions. At the end
of each chapter, which there is three, the students will take a short
comprehension quiz on the novella and the class discussion. Upon
completing the novel, students will view the movie adaptation of the novella,
Apocalypse Now. Throughout the viewing of the film, students will note any
similarities and differences between the film and the novella. Students are
working toward a mid-length writing project with a short presentation to
present their knowledge and newly informed opinion of postcolonial theory.
Different theories present themselves through every piece of literature
we, as people, pick up and read. It is important for the students to
acknowledge that there are different theories and criticisms associated with
works that help classify them into categories. Students will experience
reading criticism during their final project for the unit. Through the class
discussions, students will relate postcolonial ideas to the novella and film.
Possible Standards:
CC.1.2.11-12.B: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences and
conclusions based on and related to an authors implicit and explicit
assumptions and beliefs.
CC.1.2.11-12.C: Analyze the interaction and development of a
complex set of ideas, sequence of events, or specific individuals over
the course of the text.
CC.1.2.11-12.G: Integrate and evaluate multiple sources of
information presented in different media or formats (e.g. visually,

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quantitatively) as well as in words in order to address a question or

solve a problem.
CC.1.2.11-12.J: 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.
CC.1.2.11-12.K: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade level reading and
content, choosing flexibly from a range of strategies and tools.
CC.1.2.11-12.L: Read and comprehend literary non-fiction and
informational text on grade level, reading independently and
proficiently.
CC.1.3.11-12.A: Determine and analyze the relationship between two
or more themes or central ideas of a text, including the development
and interaction of the themes; provide an objective summary of the
text.
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences and
conclusions based on and related to an authors implicit and explicit
assumptions and beliefs.
CC.1.3.11-12.C: Analyze the impact of the authors choices regarding
how to develop and relate elements of a story or drama.
CC.1.3.11-12.D: Evaluate how an authors point of view or purpose
shapes the content and style of a text.
CC.1.3.11-12.E: Evaluate the structure of texts including how specific
sentences, paragraphs and larger portions of the texts relate to each
other and the whole.
CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and
tone in texts.
CC.1.3.11-12.G: Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American
dramatist.)
CC.1.3.11-12.I: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 11-12 reading
and content, choosing flexibly from a range of strategies and tools.
CC.1.3.11-12.J: 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

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considering a word or phrase important to comprehension or

expression.
CC.1.4.11-12.A: Write informative/ explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately.
CC.1.4.11-12.B: Write with a sharp distinct focus identifying topic,
task, and audience.
CC.1.4.11-12.C: Develop and analyze the topic thoroughly by
selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic; include graphics
and multimedia when useful to aiding comprehension.
CC.1.4.11-12.D: Organize complex ideas, concepts, and information
so that each new element builds on that which precedes it to create
whole; use appropriate and varied transitions and syntax to link the
major sections of the text; provide a concluding statement or section
that supports the information presented; include formatting when
useful to aiding comprehension.
CC.1.4.11-12.E: Write with an awareness of the stylistic aspects of
composition. Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic. Establish and maintain a formal style and
objective tone while attending to the norms of the discipline in which
they are writing.
CC.1.4.11-12.F: Demonstrate a grade appropriate command of the
conventions of standard English grammar and spelling.
CC.1.4.11-12.H: Write with a sharp distinct focus identifying topic,
task, and audience.
Introduce the precise, knowledgeable claim.
CC.1.4.11-12.I: Distinguish the claim(s) from alternate or opposing
claims; develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the
audiences knowledge level, concerns, values, and possible biases.
CC.1.4.11-12.Q: Write with an awareness of the stylistic aspects of
writing.
o Use parallel structure.
o Use various types of phrases and clauses to convey specific
meanings and add variety and interest.
o Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
CC.1.4.11-12.T: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,

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focusing on addressing what is most significant for a specific purpose

and audience.
CC.1.4.11-12.W: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for
citation.
CC.1.5.11-12.A: Initiate and participate effectively in a range of
collaborative discussions on grades level topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
CC.1.5.11-12.D: Present information, findings, and supporting
evidence, conveying a clear and distinct perspective; organization,
development, substance, and style are appropriate to purpose,
audience, and task.
CC.1.5.11-12.G: Demonstrate command of the conventions of
standard English when speaking based on grade 11-12 level and
content.

Materials:
Heart of Darkness by Joseph Conrad
Apocalypse Now (film adaptation)
Projector
Computer
Laptops
Assignment Sheet/Rubric
Worksheets
Quizzes
Weekly Breakdown:
Week 1: Introduction and Heart of Darkness
Monday Central Topic: Introduction to unit: What is postcolonial theory?
Main Topic: What is postcolonial theory? What are key terms I
should know?
Today the class will begin a short unit on postcolonial theory. We
will go over key terms and what we will be covering within the
timeframe of the unit.
Media: The sheet of key terms will be projected onto the board, and
students will also be provided with a copy of the key terms worksheet.

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Tuesday Central Topic: Heart of Darkness by Joseph Conrad: part one of
chapter one
Main Topic: We will begin reading the novella as a class. Although
the work is shorter, it is a very dense text. The goal is to get through a
small chunk of chapter one.
**Please come to class with any questions you may have about what
we have read so far**
Wednesday Central Topic: Heart of Darkness by Joseph Conrad: Discuss
part one and read part two of chapter one
Main Topic: We will discuss any questions students have about part
one of chapter one. After discussing, we will move on to the second
part of chapter one
**Finish reading the second part of chapter one and come to class with
questions**
Thursday Central Topic: Heart of Darkness by Joseph Conrad: Discuss part
two and read part three of chapter one
Main Topic: We will discuss any questions students may have about
part two of chapter one. We will continue to finish chapter one.
**Finish chapter if needed and come to class with questions**
There will be a short quiz on chapter one tomorrow
Friday Central Topic: Heart of Darkness: Wrap up chapter one and a short
quiz
Main Topic: We will talk about any lingering questions students
have about chapter one. Upon finishing, students will complete a short
quiz on the chapter for comprehension.
Week Two: Heart of Darkness and Discussion
Monday Central Topic: Heart of Darkness: Chapter two part one
Main Topic: We will begin reading chapter two of the novella.
**Come to class with any questions about the first part of chapter
two**
Tuesday Central Topic: Heart of Darkness: Discussion of part one of
chapter two and read part two of chapter two
Main Topic: We will discuss any questions students have from part
one of chapter one. After, we will begin reading the second section of
chapter two.
**Finish part two of chapter two and come to class with any
questions**

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Wednesday Central Topic: Heart of Darkness: Discussion of part two of
chapter two and read part three of chapter two
Main Topic: We will discuss any questions students have about part
two of chapter two. Then we will begin reading the remainder of
chapter two.
**Finish chapter two and come to class with questions**
There will be a short quiz on chapter two tomorrow
Thursday Central Topic: Heart of Darkness: Wrap up chapter two and a
short quiz
Main Topic: We will discuss any lingering questions students have
on chapter two. After, students will complete a short quiz on the
chapter for comprehension
Friday Central Topic: Heart of Darkness: Begin reading part one of chapter
three
Main Topic: We will begin reading part one of chapter three.
**Read part two of chapter three over the weekend and bring questions to
discuss in class**
Week 3: Finish Heart of Darkness and Movie Adaptation
Monday Central Topic: Heart of Darkness: Discussion of part two of
chapter three
Main Topic: We will spend the class period discussing the reading
from the reading. Students will have the opportunity to ask questions
or address any confusion from the text.
**Read part three of chapter three and bring questions to class**
Tuesday Central Topic: Heart of Darkness: Discussion of part three of
chapter three
Main Topic: We will spend the class discussion wrapping up the
final part of the novella. Students will have the opportunity to ask any
questions or address any confusion from the text.
There will be a short quiz on chapter three tomorrow
Wednesday Central Topic: Heart of Darkness: Short quiz and begin movie
adaptation
Main Topic: Students will complete a short quiz on chapter three for
comprehension. The final project for the unit will be introduced today.
We will begin watching Apocalypse Now after the quiz. While watching,
students should note the similarities and differences in the film from
the novel.
Final project: Due next Thursday

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Thursday Central Topic: Apocalypse Now
Main Topic: We will watch the movie for the period. Students should
note the similarities and differences in the film from the novel.
**Students should begin working on their final project**
Projects are due a week from today
Friday Central Topic: Apocalypse Now
Main Topic: We will watch the film during the period. Students
should note the similarities and differences in the film from the novel.
**Work on final project**
Projects are due Thursday.
Week Four: Apocalypse Now and Final Project
Monday Central Topic: Apocalypse Now and discussion
Main Topic: We will finish the film during class today. Upon finishing
the film, we will discuss the film and the similarities and differences
that exist between the film and the novella.
**Work on final project**
Projects are due Thursday
Tuesday Central Topic: Work period
Main Topic: Students will have the opportunity to work on their final
project today during class. They can ask questions and voice concerns
about their projects during class.
**Work on final project**
Projects are due Thursday
Wednesday Central Topic: Work period
Main Topic: Students will have the opportunity to work on their
projects during the period today. They can ask questions and voice
concerns about their projects.
**Work on final project**
Final projects due tomorrow!
Thursday Central Topic: Project presentations
Main Topic: Projects are due today, and students will begin
presenting their projects to the class in a brief presentation.
Friday Central Topic: Project presentations
Main Topic: We will finish project presentations today in class.
Students will briefly present their project to the class.