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Part 1: Unit Plan Text,

In order to provide a wholly rounded, context-based English course for my students, I feel that organizing
the units based on their relation to various literature-based movements throughout provides a useful
framework for this approach. As I anticipate the students in my classroom to have a wide amount of
varying experiences and cultures, I need to provide a course that can draw upon these resources as aids
in understanding these movements and the texts, history, and other factors that went into their
development. This particular unit will be focused on the Modernism movement within literature, primarily
during the late 1800s to early 1900s. Their will be an assortment of texts across a varying geographical
realms, genders, histories, and type of texts such as Virginia Woolfs, Mrs. Dalloway, Hemingways A
Clean, Well-Lighted Place and Mikhail Golubkovs novel, The Heart of the Dog.
The selection of these texts and well as other relevant materials are exemplary of not only
providing perspectives of cultures and time periods that are not usually familiar to most students but also
the depth of these texts allows them to be analyzed through multiple lens. The versatility of these texts
are highly useful in engaging and relating to a wide facet of students that will enter my classroom and
will provide them context for their purpose at both their original publication as well as their relevancy in
the modern world.

Unit Title:
Exploring Modernism Through Diverse Texts
Inventory:
In order to inventory students prior knowledge, there are several tools that can be used to assess this. For general knowledge in
content area for an English classroom I would use a questionnaire at the beginning of the year/semester/term that would ask about
their goals for the course (in terms of grades and actual knowledge), If they like English classes (why or why not), what books they
are interested in reading, as well what they feel they personally bring to the classroom. When talking specifically for this unit, I
would give students a small writing assignment before the unit begins that asks what do they think Modernism is? (Not necessarily

strictly in terms of literature), what authors/texts are synonymous with Modernism?, If they think its important and why. I feel
these questions are a good indication of students prior knowledge of the literary movement but also identifying what they feel the
purpose/importance of it before the texts/lessons are engaged.
Unit Objectives
Students will understand the importance of the Modernism movement in literature and what events stirred its arrival
Students will understand how Modernism is tied to other literature and historical movements.
Unit Essential Question(s):
How do we consider the importance of the modernism movement in literature in relation to other literary movements?
How are Modernism movements similar and unique to each other across geographic and cultural realms?
Unit Materials:

Mrs. Dalloway Virginia Woolf

The Darkling Thrush Thomas Hardy
Composition as Explanation Gertrude Stein
A Clean, Well-Lighted Place Ernest Hemingway
Mad World Gary Jules
The Heart of a Dog Anton Golubkov
Writing Journals
Writing Utensils
Power points/Presentations for historical context to modernism movements in various locations (U.S, UK, Russia)

Unit Assessment:
Students will create a 2-4 page essay that compares/contrast Modernism movements exemplified through Virginia Woolfs novel
Mrs. Dalloway and Anton Golubkovs novel The Heart of a Dog.

Or
Students will create a 3-5 page (minimum) creative writing piece that emphasizes the literary practices and notions from the
Modernism movement.
Or
Students will create a artistic representation (painting, original song/poem/rap, sculpture, video) that exemplifies the themes
within the Modernism movement as well as a 1-2 page write-up that explains how their artistic representation does that.
Lesson Objectives:

Students will be able to determine the role that historical events played in spurring the modernism movement
Students will be able to discuss how Modernism movements varied in different geographic/cultural realms
Students will be able to recognize literary devices that common in Modernist texts
Students will be able to recognize basic tenets behind Modernist theory
Students will be able to evaluate Modernism themes across a various types of media and time periods
Students will be able to evaluate various literary themes within Modernist texts
Students will be able to discuss how Modernism affected the arrival of other literary movements

Lesson Assessments:
Pre-Unit Questionnaire to gather student knowledge of Modernism before starting lessons
Students will find quotes within the text that reflect historical/cultural events that are crucial to the modernism movement and
explain how they are related.
Small quiz on the historical contexts behind Modernism movements in the U.S, UK, and Russia
Annotation of song lyrics from Gary Jules Mad World for modernism themes
General critical reflections from the readings of the two novels for the Unit
Students will find 3 additional sources of Modernist texts, 1 written text, 1 song, 1 film. Students will write a small rationale for how
these texts are representative of Modernism
1-2 page compare and contrast of Modernism movement with another literary movement that has been discussed previously in the
course

Part 3: Three Full-length Lesson Plans; Pre-Reading/Beginning-to-Middle of Text Lesson Plan: This lesson plan may focus on
building from students prior knowledge to this lessons objective, or introduce major concepts, with alignment across the Unit
Objectives and Unit Essential Question(s).
Instructor: Zachary Smith
Date(s): Day 1
Lesson Title: Introducing Modernism
Instructional Resources/Materials: Copies of Thomas Hardys, The Darkling Thrush, Writing utensil, notebook or sheet of paper to
take notes, PowerPoint
Unit Enduring Understandings (Students will understand that ):
Students will understand the importance of the Modernism movement in literature and what events stirred its arrival
Students will understand how Modernism is tied to other literature and historical movements.
Unit Essential Questions (What questions will foster inquiry and understanding):
How do we consider the importance of the modernism movement in literature in relation to other literary movements?
How are Modernism movements similar and unique to each other across geographic and cultural realms?
Lesson Objective (SWBAT):
Students will be able to determine the role that historical events played in spurring the modernism movement
Lesson Knowledge (Students will know):
1. Students will know the historical contexts behind the general Modernism movement in literature
Lesson Skills (Students will be able to):
1. Students will be able to take notes on a presentation
2. Students will be able to identify historical themes/events within Modernist texts
3. Students will read Thomas Hardys, The Darkling Thrush
Common Core State Standard(s): Reading and Literature: 11-12.1 &11-12.4
Lesson Procedure:
1. Teacher asks students to bring out a piece of paper and writing utensil and number it 1-3 with appropriate space between numbers
for responses (1 min)
2. Students will respond to pre-unit questions, 1) What is Modernism? 2) What authors/texts are considered Modernist? 3) Why they
think its important? (5 mins)

3. Students will share their responses from the pre-unit questionnaire before turning them into the teacher (5 mins)
4. Teacher asks students to bring out another piece of paper and to be ready to take notes. Teacher informs students they will be going
through a brief introduction to the Modernism movement. (15-20 mins)
5. Teacher gives each student a copy of The Darkling Thrush (2 mins)
6. Students will read and annotate the text (individually or with a partner), and specifically look for lines/phrases that are indicative of
the historical context provided in the PowerPoint (10 mins)
7. Students will have small discussion about their annotations/observations of the poem they have just finished (10 mins)
8. For Homework, Teacher will ask students to write 3 questions that they have about the poem and respond to one of them. (3-5
mins)
Lesson Assessment(s) (Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit
Tests, Quizzes, Essays, Exit Cards, etc.):
1. Pre-Unit Questionnaire
2. Text Annotations
Lesson Accommodations (special needs and gifted): Students with special needs will be given a copy of slides in the PowerPoint with
space to take additional notes.
What will you do if students do not understand? Teacher will check in on students during their initial reading and annotation of the
text. During discussion, teacher will ask if any individuals/groups were having trouble with the poem and hopefully use other students
Reponses/ideas to aid their understanding.
Extended Learning (Homework): Students will come up with 3 questions that they have about Hardys poem and will attempt to
respond to one of their questions using the text to support them.
During Reading/Middle-to-End of Text Lesson Plan:
Instructor: Zachary Smith
Date(s): Day 5
Lesson Title: Modernism in Modern Media
Instructional Resources/Materials: Video/MP3 of Gary Jules Mad World, Copy of lyrics of Mad World, Writing Utensil
Unit Enduring Understandings (Students will understand that ):
Students will understand the importance of the Modernism movement in literature and what events stirred its arrival

Students will understand how Modernism is tied to other literature and historical movements.
Unit Essential Questions (What questions will foster inquiry and understanding):
How do we consider the importance of the modernism movement in literature in relation to other literary movements?
How are Modernism movements similar and unique to each other across geographic and cultural realms?
Lesson Objective (SWBAT):
Students will be able to evaluate Modernism themes across a various types of media and time periods
Lesson Knowledge (Students will know):
1. Students will know how to identify/evaluate Modernist themes in current works
2. Students will know how identify/evaluate Modernist themes across a range of media/genre
Lesson Skills (Students will be able to):
1. Students will be able to annotate a text
2.Students will listen to Mad World
Common Core State Standard(s): Speaking and Listening 11-12.2; Reading Literature 11-12.4
Lesson Procedure:
1. Teacher tells students that they will be discussing Modernisms influence within todays media and texts (2-3 mins)
2. Students break off into small groups to discuss if Modernism is still relevant in todays society (5 mins)
3. Groups give responses from their small discussion to bridge into a class-wide discussion about the movements lasting effects on
society (particularly the arts) (5-10 mins)
4. Teacher hands students copy of lyrics to Mad World and ask them to bring out a writing utensil. (2 mins)
5. Students listen to Mad World one time through without any annotations. Students will listen to the song another 2-3 times while
annotating the lyrics for Modernist themes. (10-15 mins)
6. Students discuss annotations and other findings from listening to the song (10-15 mins)
7. Teacher explains that over the weekend, Students will find 3 additional sources of Modernist texts, 1 written text, 1 song, and 1
film/TV episode. Students will write a small rationale for how these texts are representative of Modernism (5 mins)
Lesson Assessment(s) (Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit
Tests, Quizzes, Essays, Exit Cards, etc.):
1. Annotation of song lyrics
2. Responses for Homework assigned at the end of class.

Lesson Accommodations (special needs and gifted): Students may use headphones to listen to song on own devices if that allows
them to better focus on annotation of lyrics.
What will you do if students do not understand? Teacher will check for understanding through the discussions that class has following
the initial discussion of Modernism in current media as well as their responses towards Jules song. Teacher will ask at the end if
anyone is still struggling with finding these connections and respond to their needs accordingly.
Extended Learning (Homework): Students will find 3 additional sources of Modernist texts, 1 written text, 1 song, and 1 film/TV
episode. Students will write a small rationale for how these texts are representative of Modernism
End of Text and Beyond Lesson Plan:
Instructor: Zachary Smith
Date(s): Day 15
Lesson Title: Finishing Mrs. Dalloway
Instructional Resources/Materials: Copy of Mrs. Dalloway, Writing utensil, Writing journal, Copy of unit Assessment
Unit Enduring Understandings (Students will understand that ):
Students will understand the importance of the Modernism movement in literature and what events stirred its arrival
Students will understand how Modernism is tied to other literature and historical movements.
Unit Essential Questions (What questions will foster inquiry and understanding):
How do we consider the importance of the modernism movement in literature in relation to other literary movements?
How are Modernism movements similar and unique to each other across geographic and cultural realms?
Lesson Objective (SWBAT): Students will be able to effectively analyze the ending of a text
Lesson Knowledge (Students will know):
1. Students will know how to critically analyze the ending of a text
2. Students will know how to come up with a collective answer through group discussion
Lesson Skills (Students will be able to):
1. Students will read Mrs. Dalloway aloud
2. Students will be able to collaboratively make a claim about the ending of a text
3. Students will write in their writing journals
Common Core State Standard(s): Reading and Literature 11-12.1, .3, .5

Lesson Procedure:
1.Teacher tells students that they will be finishing the last few pages of Mrs. Dalloway in class and asks for them to bring out their
copy of the novel and writing utensil/journal for later use. (5 mins)
2. Students will discuss any questions, comments, etc. that they had while completing the reading from the night before. (5-10 mins)
3. Students will separate in small groups (4 or less) and will take turns reading through the final pages of the novel (20 mins)
4.Once reading has finished, students will discuss in groups over the ending of the novel (5 mins)
5.After discussing, students will respond to prompt given by teacher over the reading (10 mins)
6.Once students have finished responding to the prompt for the reading, Teacher will hand out copy of unit assessment and talk with
students about expectations for the assessment. (5-10 mins)
Lesson Assessment(s) (Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit
Tests, Quizzes, Essays, Exit Cards, etc.):
1. Journal Response
Lesson Accommodations (special needs and gifted): Audiobooks, or able to go out in hall to read; be able to type out responses on
laptop/tablet;
What will you do if students do not understand? Teacher will check for understanding through both the group discussions as well as
their responses for the final journal entry. Teacher will ask if any students feel that they are still struggling with the material before the
final assessment to meet with them to help aid understanding of unit concepts.
Extended Learning (Homework): Students must choose between either the first or second option of the unit assessment by the next
class meeting.