Digital Unit Plan Template

Unit Title: Romantic Era Poetry Name: Christian Bazinet

Content Area: English Literature and Composition Grade Level: 11-12
CA Content Standard(s)/Common Core Standard(s):
RL.11-12.2. 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.
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.) (See grade 11–12 Language standards 4–6 for additional expectations.) CA
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Big Ideas/Unit Goals:
How and why did Romanticism evolve as a literary period?

How does a writer elicit meaning through text?

How can a reader infer that two or more texts are from a given period not using name or date?
Unit Summary:
To begin, after a class brainstorm, I will present a lecture on Romanticism. I will introduce the class to the period through its rise and fall, students will become comfortable
with the period’s iconic writers and themes, and we will go over a list of necessary literary jargon. Analyzing a total of five poems by different authors throughout the unit,
students will learn to analyze the mechanisms and devices that make up a poem as well as identify meanings on a holistic level (themes). Becoming mindful of this will help
them to create an understanding of how writers elicit meaning through text. Diction will be a central focus. They will also be able to quickly discern the particular
characteristics of a Romantic piece. Through a series of small group activities, graphic organizers, journals, a quiz, and Quizlet flashcards, the class will prepare for a
summative assessment that will reflect their honed knowledge in approximately two pages.
Assessment Plan:
Entry-Level: Formative: Summative:
Brainstorm – What do we know about Romanticism? Think, Pair, Share – Contributing diction in “The Lamb” Graphic Organizer – Brainstorming for the essay on
and “The Tyger” “The Rime of the Ancient Mariner”
Flashcards – Diction lending to tones/themes in Essay – Why should “The Rime of the Ancient Mariner”
Wordsworth/Barbauld poems be considered a Romantic piece?
Quiz – How does Wordswroth/Barbauld elicit meaning
through text?
Journal Entries – Individual journal entries will be
made at the end of each class period
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
After analyzing two poems by (Assessments): After viewing the lecture on Romanticism and completing the guided notes (guided notes prompt students
the same author, students to remember reasons for Romanticism’s rise and then give way to specific authors and pieces of literature)
will not only be able to A class brainstorm will enact the class will complete Peer Vocabulary Teaching Graphic Organizers (PVT) based on the diction in William
discuss the similarities and the unit to assess current Blake’s poems, participate in a Think, Pair, Share Discussion (TPS), and then formulate their ultimate
differences between the knowledge. A Think, Pair, thoughts within their Writing to Learn Journals (WTLJ). Students will perform the first part of the Think,
pieces (namely diction), but Share Discussion revolving Pair, Share Discussion by completing their Peer Vocabulary Teaching Graphic Organizers individually.
to evaluate, in a well thought
around Peer Vocabulary Secondly, and after the audio recordings of the poems are played, they will form small groups (a
out journal paragraph, why Teaching Graphic Organizers. modification of the “pair”) to read and elaborate on their recent discoveries. Thirdly, the teacher will
they belong together. In a well thought out journal initiate a class discussion (the “share”) on these findings. Lastly, they will return to individual work to relay
entry, students will be able to a more knowledgeable thought process in their Writing to Learn Journals.
individually contrive, to the
best of their ability, a unique
synthesis of those differences
and similarities.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
After evaluating two more Inside of a webercise, Students will work together in small groups to read and listen to poems by Wordsworth and Barbauld.
pieces of literature by students will create Students will then go through the webercise to answer questions about concepts like persona, imagery,
different authors, students flashcards on Quizlet, and allusions, diction, and how these lend to tone and theme, create Quizlet flashcards based on the poem(s),
will be able to interpret complete a short, written and then take a quiz on Quia prompting them to contemplate how either writer achieved their purpose
either author’s purpose in a quiz, located on Quia, through specific textual devices. The first two webercise activities will prepare them for the webercise
coherent, written paragraph. interpreting either poem and quiz.
explaining how they arrived
at said interpretation.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Students will end this unit by Prior to the essay, students Before class, students will read a biography on Samuel Taylor Coleridge in order to get a better sense for
reading “The Rime of the will create comprehensive his poetry. A discussion on his biography will begin class. Following a class reading of “The Rime of the
Ancient Mariner.” After graphic organizers to Ancient Mariner” accompanied by an audio recording by Orson Welles, I will begin a class discussion to
analyzing the text, students brainstorm. Students will improve understanding and assess learning. The discussion will range in topics and themes from the last
will apply their learned compose an articulate, two- two lessons, however, I will corner the discussion to the single question and big idea, “What makes this an
knowledge from the unit and page essay on the merits of identifiable Romantic piece?” Thereafter, each student will create a graphic organizer in order to
construct an essay on why “The Rime of the Ancient consolidate their individual thoughts for their essay. A rubric on RubiStar for said two-page essay will be
this text should be accepted Mariner.” provided below.
as a “Romantic piece.”
Unit Resources:
Lesson One Lecture Click this link to view the Prezi on Romanticism. It is also available on the “Lesson One” page on the DUP website.
"The Lamb" recording Lesson one material (YouTube)
"The Tyger" recording Lesson one material (YouTube)
"The Lamb" via text Lesson one material (Poetry Foundation)
"The Tyger" via text Lesson one material (Poetry Foundation)
"The Caterpillar" recording Lesson two material (YouTube)
"Lines Written a Few Miles above Tintern Abbey" recording Lesson two material (YouTube)
Samuel Taylor Coleridge Biography Lesson three material (Poetry Foundation)
"The Rime of the Ancient Mariner" via text Lesson three material (Poetry Foundation)
Orson Welles' Reading of "The Rime of the Ancient Mariner" Lesson three material (this is a great audio/video presentation. Feel free to watch ahead of time)
Essay Rubric on RubiStar Rubric for final essay

Useful Websites:
Wordsworth's theory of poetry This will help you gain some perspective on the kinds of inspiration Romantic poets were gathering.
Pearltree on Coleridge This will help you get a better sense for Coleridge’s literature.
How to Read a Poem Read this if you are having difficulty getting through a poem.
How to Explicate a Poem Read this if you are having difficulty picking apart a poem.