Understanding by Design Unit Template
For Drafting Designs
Unit Cover PageUnit Title: _Character, Mood, and Tone______Course: __English I______
Subject/Topic Areas: __English______
Designed by: __Andrea DeYoung and Maria Brown__
Time Frame: ______
Brief Summary of Unit (including curricular context and unit goals)
What is the purpose of this unit? What should students learn in this unit? How does it relate to units that precede it, and those that come after? What are the most important understandings that students should take away from the unit? What are the themes, essential questions, or big ideas? What will the major performance assessment be?
The purpose of this unit is to reinforce and review specific elements of fiction: character, mood, and tone. Through reading various short stories, specifically those of Edgar Allan Poe, students will demonstrate their ability to thoroughly identify and analyze an author’s use of these elements. At the conclusion of this unit, students will create a project that will require a complete understanding of these elements and their usage in the stories. Additionally, an exam will be given. This unit builds upon the material presented in Literary Terms Unit 1 and leads into Literary Terms Unit 3.
Unit Design Status:
Completed template pages—Stages 1, 2, and 3
Completed rubrics
Directions to students and teachers
Materials and resources listed or included
Suggested accommodations
Suggested extensions
Samples of student work as “anchors” included
Status:
Initial draft (date ______)
Revised draft (date ______)
Peer reviewed
Field tested
Stage 1—Desired Results
Established Goals: State Standards or goals addressed in this unit
IL State Goal 2: Read and understand literature representative of various societies, eras and ideas.
ACT Standards: Determine when or if an event occurred in uncomplicated passages.
Identify relationships between main characters in uncomplicated literary narratives.
Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives.
Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages.
Understand the overall approach taken by an author or narrator (e.g. point of view, kinds of evidence used) in uncomplicated passages.
Understandings:
Students will understand that. . .
Appropriate Overarching Understandings from Course Frameworks.
· Literary techniques add to understanding and appreciation of works.
· Structure and intent of a literary work enhances its meaning.
· They can connect their own experiences and relate their lives to literary works.
Topical Understandings that are specific to the unit topic:
Students will understand that….
· There are a variety of levels and types of characters that affect a story in their own way.
· While mood and tone play off of one another, they are separate entities within a story and serve two different purposes. / Essential Questions:
Appropriate Overarching Essential Questions from the Course Frameworks
· How do texts differ? How should I read different types of texts?
· What is the gist? What is the main idea?
· How do I read between the lines?
· How do I know I’m getting the point and not merely imposing my views and experiences?
· How do historical periods help to shape the literature of that era?
Topical essential questions that are specific to the unit topic
· What is the difference between tone and mood? How does the author use each element to affect the reader?
· How does the author develop the character? To what degree? What type of character is being utilized?
Students will know. . .
What key knowledge and content will students acquire as a result of this unit? (key concepts, processes, formulas, vocabulary)
· Character (protagonist, antagonist, foil, round vs. flat, static vs. dynamic)
· Theme
· Mood / Students will be able to. . .
What skills will students acquire as a result of this unit? What should they eventually be able to do as a result of these new skills?(see performance indicators in state standards)
· Identify a story’s tone and mood
· Analyze the type of character being used within a story
· Explain how tone and mood affect the story as a whole
Stage 2—Assessment Evidence
Authentic Performance Tasks Using Grasps Format:
Through what authentic performance tasks (using GRASPS) will students demonstrate the desired understandings?
Goal of task related to understandings: To use Poe’s short stories as inspiration for your own short story. You will be creating additional elements in order to pitch this story to producers in hopes of having it developed into a movie.
Role: Poe inspired, short story author with dreams of a being a screenwriter
Audience: Movie producers
Situation or Context of Scenario: You have always had a love of Poe’s short stories and have used him as inspiration to create a similar type of story. However, you believe these stories are perfect material for a movie. You have decided to take your short story and create a “pitch package” for potential movie producers.
Product(s) or Performances for evaluation:
We have also talked about several similar items in each story:
· Something that bothers the main character
· Someone Crazy
· Guilt
· Getting Caught
Now it is your turn. You will create a short story using each one of these items. However, your story is to be uniquely your own.
1. This story must include:
· At least two characters
· Be 2-3 typed, double spaced pages
· Be told in the 1st person
· The Four Poe Elements from above
· Dialogue
· Descriptive Words for Setting and Mood
2. You will also be creating an advertisement poster for your short story.
This will include:
· Your title
· Your names
· A cover that captures the mood and plot of the story
3. Finally, you will be creating a detailed production plan for your story if it was to be turned into a play.
This will include:
· A theme song
· A list of actors who would play the characters
· A detailed paragraph description of the setting
· A visual of the setting
FINAL PRODUCTS: 1 short story (2-3 pages)
1 advertisement poster
1 production plan (song, list, paragraph, visual)
Standards for evaluation: This project will be evaluated on the following criteria: focus, organization, support, creativity and the effectiveness of your presentation and story.
Key Criteria or Rubric:
By what criteria will performances of understanding be judged? (S of GRASPS)
The established rubric will be utilized to grade the characters.
Other Formative and Summative Evidence:
What diagnostic or pre-assessment about the unit concepts, content, or skills will guide teacher instruction?
Pre-assessment: Journal Entry – Provide each student with a copy of “Alone” by Edgar Allan Poe. Have a volunteer read the poem aloud. On the overhead, write the following questions:
· What is the mood of this poem? List 5 words that support that mood.
· What do you know about the person who wrote this poem? List 5 adjectives to describe that person.
Instruct the students that they will have FIVE minutes to answer the questions silently and in their journals. Discuss the responses.
______
Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, and journals) will students demonstrate progress or achievement toward the desired results? How will the teacher use this formative assessment to guide instruction and students?
Students will complete a final short stories project. See GRASP activity above. (Final Unit Grade, TU, K, and S)
Students will provide a completed copy of their notes for approval. (K)
Students will answer reader response questions and worksheets. (TU, K, and S)
Students will complete a unit exam. (TU, K, and S)
______
How will students reflect upon and self-assess their learning?
Self-Assessment Portion of Peer/Partner Evaluation
Personal Reflection Questions on Reader Response Worksheets
Journals
Stage 3—Learning Plan
Learning Activities Organized by Daily Lessons. Lessons and Activities should be aligned with Stages 1 and 2 best outlined in the order they are to be taught; These lessons are models and should not be considered prescriptive nor restrictive especially within the daily time frames or in the number of days outlined in the unit. Teachers may modify lessons or activities to meet the needs of diverse classrooms. Modifications should follow the prescribed format of lesson design and address a balance of the learning principles acquisition, meaning making, and transfer.
· Acquire: Activities that promote acquisition of defined knowledge and skills in Stage 1
· Meaning Making: Activities that help students actively process information and guide their inquiry into complex problems, texts, projects, cases, or simulation to achieve understanding
· Transfer: Activities that require students to apply understanding, knowledge, and skills in new, unique, and authentic situations.
In addition all units must provide activities within the first 3 days to introduce the students to the unit’s purpose, context, relevance, big ideas, essential questions, and performance expectations for assessment. Some suggested strategies include the following:
Please label at the end of the activity the appropriate learning principle AMT. How will activities focus on a balance of transfer, meaning making, and acquisition activities to guide students toward understanding?
Instructional Notes: The following sequence of teaching activities is simply a standard structure in which to frame the learning, and is not intended as prescriptive nor restrictive in either pacing or the content of each day. The Understandings and Essential Questions for this unit should be used to drive instruction and promote student inquiry
Day 1: Lesson Focus: Introduction to character, tone, and mood Question: How do texts differ?
Pre-assessment: Journal Entry – Provide each student with a copy of “Alone” by Edgar Allan Poe. Have a volunteer read the poem aloud. On the overhead, write the following questions:
· What is the mood of this poem? List 5 words that support that mood.
· What do you know about the person who wrote this poem? List 5 adjectives to describe that person.
Instruct the students that they will have FIVE minutes to answer the questions silently and in their journals. Discuss the responses.
After discussing and collecting the journal responses, have students take out their copies of the fill-in-the-blank notes. Place the completed copy of the notes on the overhead and have students follow along as you present them with the material. Utilize examples and questions that are relevant to the students’ lives. Review the previous complete materials in the notes.
For example when discussing static vs. dynamic characters: In The Dark Knight, is Batman the same at the beginning as he is at the end? Who changes in either a good or bad way? (Answer: Harvey Dent becomes Two-Face). *This same line of conversation works for each aspect of this unit.*
Day 2-3: Lesson Focus: Introduction to Edgar Allan Poe Question: How do historical periods help to shape the literature of that era?
In the computer lab/library, provide each student with a Poe Scavenger Hunt worksheet. This activity provides students the opportunity to learn and explore different aspects of the author’s life while using technology and enhancing their research skills.
When finished discuss the answer as a class and provide additional information regarding the controversial aspects of the author’s life and work.
Day 4-7: Lesson Focus: Exploring character, tone, and mood Question: What is the difference between tone and mood? How does the author use each element to affect the reader? How does the author develop the character? To what degree? What type of character is being utilized?
Select at least TWO of the three short stories below. There are various editions available for each of the stories depending upon the reading level of the class. Be sure to use these stories to reinforce the elements from the previous unit: setting, plot, conflict, and point of view. Students should work on Reader Response questions and Plot Diagrams either in class or for homework.
“The Black Cat”
“The Tell-Tale Heart”
“A Cask of Amontillado” (This story is in the textbook, and there is a video clip provided in the Resource Kit.)
Day 8-9: Lesson Focus: GRASP Activity Question: How do I know I’m getting the point and not merely imposing my views and experiences? What is the difference between tone and mood? How does the author use each element to affect the reader? How does the author develop the character? To what degree? What type of character is being utilized?
See GRASP Activity.
Students will have approximately two days, in class, to work on their projects in pairs. The time frame is variable.
Day 10: Lesson Focus: GRASP Activity Question: How do I know I’m getting the point and not merely imposing my views and experiences?
Gallery Walk
Once students display their work, they will move from exhibit to exhibit and participate in Silent Question Threads*. This activity will resemble a Carousel Activity with the addition of the SQT. Students will spend 2 minutes at each exhibit and then rotate. Once exhibit has been viewed, students will retrieve the SQT from their exhibit and have 5 minutes to review it with their partners. Students will then address the class as a whole with a response to the SQT.
**Silent Question Threads (SQT): Each exhibit will have a blank piece of paper taped in front of it. The first pair of students to view the exhibit must pose a question on the paper. The group to view the exhibit next must address the question (not answer it necessarily) and add something to be considered for the next group (perhaps a new question). This is similar to group mind maps. At the end, the exhibit “owners” must read through the questions/comments and develop a response to the SQT as a whole.
Day 11: Lesson Focus: Short Story Exam.
Depending upon the course schedule and class needs, this exam may encompass both Literary Terms Unit 1 and 2.
Resources Needed for Teachers and Students:
· Overhead projector, PowerPoint projector, or SmartBoard
· McDougal Littell Literature book
· G-drive access
· Art supplies (as needed) (posters, markers, colored pencils, tape, etc)
· Copies of blank Plot Diagrams
· Student copies of selected short stories and poem (as needed)
· Rubric for GRASP Activity
· Copies of homework/worksheet (as needed)
· Copies of Unit Exam (possible: scantrons and pencils)
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