Digital Unit Plan Template

Unit Title: Pride and Prejudice Unit Name: Erin Gonzalez

Content Area: English Language Arts Grade Level: 12
CA Content Standard(s)/Common Core Standard(s):
Reading:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain. (1)
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text. (3)
Writing:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. (1)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 1112 Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics).
b. Apply grades 1112 Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses]). (9)
Big Ideas/Unit Goals:
Essential Questions:
What is pride? Prejudice?
How do social classes shape one's worldview?
How important is one's familial obligation when making big life decisions?
Does gender play a role in the interpretation of first impressions?
How does reputation affect one's actions?
Can first impressions change?

Student Learning Objectives (Students will):

 Learn about the author to get a better understanding of how the novel played into the timeline of her life
Learn close reading techniques and cultivate their skills through the annotation of their novels
Analyze the text and determine recurring themes and symbols and their importance
Be able to write coherently and efficiently in answer to journal questions about the novel
Cultivate their communication skills through peer collaboration and presentation
Effectively evaluate and critique the work of their peers in encouraging and helpful ways
Learn to relate images, themes, and character traits to modern scenarios to better understand those prevalent in
their lives today
Conduct research to learn more about past social issues relevant to the narrative
Develop a cohesive argument to answer a question about the novel and back up their claim with textual
evidence from primary and secondary sources
Unit Summary:
In this unit, students will drop into Regency England and the worldview of Jane Austen to better understand the social
issues of time different from their own. By reading her second published novel, Pride and Prejudice, students will
answer questions relating to subjects of judgment, reputation, family obligation, the role of women in society, and
social class dynamics. Through class discussions, journal entries, an analysis essay, and a modernization project
students will leave this unit with a development in their analytical, communication, and writing skills. This unit will give
students the opportunity to make connections between different time periods, between different themes, and between
the author's life and her legacy.
Assessment Plan:
Entry-Level: Formative: Summative:

Brainstorm, journal, and
discussion about one of the central
questions of the novel: how do we
define pride and prejudice?
Crossword Puzzle that helps
students connect important
characters and locations to their
descriptions from quotes in the novel.
Venn Diagram: Connections and
differences between themes and
characters
Timeline: Notable events in Austens
life and how they connect to the
content of her novels Presentation
Outline: Preliminary outline of the
Analysis paper on the themes in the
novel, how they are represented
through the characters and how they
are connected
Group presentation that takes a
scene from the novel and modernizes
the characters and scenario while
showcases one of the central themes
 scene, modernization ideas, and
summaries of both
Peer Feedback: Students will review
and critique group projects based on
understanding, cohesiveness, and
believability among other aspects.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Lesson Activities:
Objective: Analyze Evidence Students will learn about the central themes of the novel through a
the text and (Assessments): teacher lecture presentation and how Austens conclusions about her
determine recurring Analysis paper topics reflect or reject societal standards of her time. Students will follow
themes and symbols about the along with a guided notes worksheet, answering in depth questions that
and their connections connect ideas and themes from the novel, allowing them to make their
importance. between themes of own conclusions.
the novel and the
characters that
represent them.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Lesson Activities:
Objective: Learn Evidence: Timeline Students will visit preapproved websites that detail Austens life, career,
about the author to about the notable and legacy. With the completion of the author study worksheet, students
get a better events in Austens will gain a better understanding of the life events that influence her work
understanding of life and how they as well as her continued influence and relevance in modern times.
how the novel connect to the
played into the publishing of her
timeline of her life, novels,
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Lesson Activities:
Objective: Evidence: Group After students complete their graphic organizer t-chart detailing what
Learn to relate presentation outline. they believe to be important traits to five characters of the novel, they
images, themes, Group presentation will be able to complete their group presentation outline. The outline will
and character traits where students take detail each groups initial thoughts on their modernization project. The
to modern scenarios a scene from the project requires one scene that has at least three characters and reflects
to better understand novel and at least one of the central themes previously discussed.
those prevalent in modernize
their lives today, characters and
scenario while
maintain at least
one central theme,
Unit Resources:

Jane Austen biography sites:

http://austen.com/novels.htm

http://www.janeausten.org/jane-austen-biography.asp

http://austenauthors.net/was-jane-austen-a-feminist/

https://www.jane-austens-house-museum.org.uk/41-objects

Write like Austen: http://writelikeausten.com/index.php

Pride and Prejudice quiz: https://www.janeausten.co.uk/quiz-archive-pride-and-prejudice-special/

Digital interactive: https://seraphinite.itch.io/the-ladys-choice

Quizlet: https://quizlet.com/58624660/pride-and-prejudice-final-test-flash-cards/

GradeSaver: http://www.gradesaver.com/pride-and-prejudice/study-guide/quiz1/

Video on theme of marriage: https://www.youtube.com/watch?v=RnsUAmCP5w8

The Lizzie Bennet Diaries: https://www.youtube.com/user/LizzieBennet

Austen vocabulary quiz: http://christinesenglish.weebly.com/
Useful Websites:

Site for making crossword puzzles: https://crosswordhobbyist.com

Site for making rubrics: http://www.quickrubric.com

Tips for making graphic orgainzers:
https://docs.google.com/presentation/d/1RYpMi8sXqTQ77Lavx0Grwm8FXbhvXWXGOQP-dyUUUgA/edit#slide=id.i8
Site to make timelines: http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html?
tab=5#tabs
Embedding documents: https://www.scribd.com/