| Subject/Grade: English III |
| Developed by: Kimberly Livaudais |
| JCS Unit Plan Name: Modernism |
| Pacing: 3 weeks |
| CCSS Standard(s):
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.RI.2-DETERMINE 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. 11-12.RI.7-INTEGRATE and EVALUATE multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. |
| Key Concepts:
● Theme ● Central Idea ● Objective Summary ● Point of View ● Progression of events ● Purpose |
| Essential Question:
● How does one man’s word start a war? ● How does the modern world isolate people from each other? ● How does a writer us a variety of strategies to advance an theme? |
Standard English III Lessons and Handouts:
| Modernism Unit Introduction
Introductory Powerpoint on objectives, concepts, and literary and historical background |
Modernism Notes for PPT
Cornell style notes for the power point
|
| The Egg by Sherwood Anderson
“The Egg” by Sherwood Anderson text |
The Egg questions
Questions for “The Egg” |
| Richard Cory and Prufrock poems
“Richard Cory” by Edwin Robinson and “The Lovesong of J. Alfred Prufrock by T.S. Eliot texts |
Prufrock-Cory poem venn diagram
Venn diagram for “Richard Cory” and “Prufrock” |
| Robert Frost Worksheet
Robert Frost poems and questions |
“Prufrock” comic strip
Comic strip version of “The Lovesong of J. Alfred Prufrock” by T.S. Eliott |
| Rose for Emily
“A Rose for Emily” by William Faulkner text
|
A Rose for Emily group questions
Questions for “A Rose for Emily” – class is be divided into two groups to answer assigned questions and then report out to the class |
| Multiple Choice for Rose for Emily
Multiple Choice questions for “A Rose for Emily” |
|
| Walt-Whitman-and-Langston-Hughes
“I Hear America Singing” and “I Too Sing America” venn diagram
|
Comparing the Poems of the Harlem Renaissance
Group assignment with poems included t to analyze an assigned poem from the Harlem Renaissance. Students will present their findings to the class. |
| HARLEM RENAISSANCE RESEARCH PROJECT honors
Harlem Renaissance research project |
mother_to_son multiple choice
Multiple Choice common assessment of a Langston Hughes poem |
| A Raisin in the Sun a play by Lorraine Hansberry
A Raisin in the Sun handout to go along with the movie version of the play |
|
Honors English III Lessons and Handouts:
| Modernism Unit Introduction
Introductory Powerpoint on objectives, concepts, and literary and historical background |
|
| Yellow Wallpaper by Gilman
“The Yellow Wallpaper” by Charlotte Perkins Gilman text |
The Yellow Wallpaper Multiple Choice
Multiple Choice questions for “The Yellow Wallpaper on theme development |
| IIN ANOTHER COUNTRY
“In Another Country” by Ernest Hemingway text |
Yellow Wallpaper and In Another Country questions
Questions to compare “The Yellow Wallpaper” and “In Another Country” on theme |
| Rose for Emily
“A Rose for Emily” by William Faulkner text |
Stem Question Activity for rose for emily
“A Rose for Emily” stem questions for students to create their own multiple choice questions |
| Love Song of J. Alfred Prufrock text
“The Lovesong of J. Alfred Prufrock” by T.S. Eliot text to be annotated for figurative language, tone, and theme Power point version of poem with imagery |
Prufrock activities
Anchoring activities for “The Lovesong of J. Alfred Prufrock”
|
| Robert Frost poems and analysis – honors
Robert Frost poems and analysis |
Birches
“Birches” poem by Robert Frost with multiple choice questions for a common assessment |
| Glaspel A Jury of Her Peers questions
“A Jury of Her Peers” by Susan Glaspell text with discussion questions by Prestwick |
The Secret Life of Walter Mitty
“The Secret Life of Walter Mitty” by James Thruber text with test questions |
| Comparing the Poems of the Harlem Renaissance
Group assignment with poems included t to analyze an assigned poem from the Harlem Renaissance. Students will present their findings to the class. |
harlem renaissance unit honors
Harlem Renaissance research project
|
| A Raisin in the Sun a play by Lorraine Hansberry
A Raisin in the Sun handout to go along with the movie version of the play |
3rd period class activity-raisin in the sun msl
Analyzing student writing assignment that goes with A Raisin in the Sun |
| Our Town Introductory Activity
Our Town Introductory Activity – creating a map of Grover’s Corner |
Our Town Writing and Group Activities
Our Town group writing assignments – choice of different thematic prompts |
| Our Town Discussion Questions
Our Town discussion questions |
21st-Century Grover’s Corners, With the Audience as Neighbors
An article about the play Our Town |
| Our Town journal with 21st Century article
Journal response to the article on Our Town
|
Our Town Group Concluding Activity
Our Town concluding research and writing assignment
|
OCS/ESL English III Lessons and Handouts:
| Modernism Unit Introduction
Modernism power point |
Modernism Notes for PPT
Cornell style notes for Modernism power point |
| OCS Frost poem and questions
Frost poem with questions about imagery and meaning |
Walt-Whitman-and-Langston-Hughes
“I Hear America Singing” and “I Too Sing America” by Whitman and Hughes poems and venn diagram |
| Rose for Emily
“A Rose for Emily” by William Faulkner text |
Multiple Choice for Rose for Emily
“A Rose for Emily” multiple choice questions |
could you help me understand the difference between american and british modernism and the paradoxes within this movement
Modernism in both America and England had its roots in World Wars I and II. Primary concerns in both are the decay of traditional ideas of perfection – in America, it is the loss of the American dream and the loss of hope. In England, this is a rejection of Victorian mores. One of the main differences perhaps would be in the deliberation of the rejection of previous ideologies by the British while the Americans tended to not deliberately reject the American dream, but feel that it was forcibly ripped from them. The Dust Bowl and the Great Depression probably had much to do with this. Americans were really given the choice in their loss, but the British chafed against the strictures of the Victorian moral code. Another similarity in both literary eras was the rise of individualism – each individual was an island in a raging sea – separate from others. A key difference between the two countries, however, would be that individualism was not necessarily new to America. Individualism was a key characteristic of American identity. What is new in Modernism was the bleak isolation inherent in individualism, thus the loss of hope comes through. In British Modernism, individualism is fresher and not quite so dark and bleak.
Hello! I genuinely appreciate all of your resources. I am curious though if you happen to have an answer key to any of them?
Thanks so much!