Digital Unit Plan Template

Unit Title: Pride and Prejudice Name: Jessa Whitley

Content Area: Language Arts Grade Level: 11
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.11-12.1 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.
W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Big Ideas/Unit Goals:
1. Students will be able to draw inferences from the text.
2. Students will be able to determine central themes and ideas of a text. Students will be able to analyze the development of
these themes and ideas through the course of the text.
3. Students will be able to use textual evidence to support an analysis of the text.
Unit Summary:
In this unit students will read Jane Austens Pride and Prejudice over the course of four weeks. Each day the students
will engage in in-class discussion about the text. We will discuss explicit themes and ideas present within the text as
well as make inferences based on textual evidence. At the beginning of each class students will take a quiz covering
the major plot events in that days reading. At the end of each class students the teacher will present a topic or
question and the students will write journal entries responding to the topic or question. At the end of each chapter the
class will engage in a collaborative activity discussing themes and ideas within that chapter. Near the end of the unit
each student will create a graphic organizer. They will also complete a group webercise. At the end of the unit each
student will write an analytical and argumentative essay about a certain theme or idea within the text; while
incorporating textual evidence.

Assessment Plan:
Entry-Level:
For the entry-level assessment,
students will engage in a class
discussion led by the teacher. The
class will discuss themes and ideas
present within the novel based on
textual evidence.
Formative:
There will be four formative
assessments:
In-class writing: At the end of
each class discussion, students
will do a ten minute in-class
writing assignment in which
they answer a question
provided by the teacher. They
will use themes and ideas
based on the class discussion
and textual evidence.
Quiz: After each assigned
reading, students will take a
five-question quiz based on
major plot points in the novel.
Graphic organizer: Each student
will create a graphic organizer
on Popplet. They will choose 5
major characters and create a
character sketch for each.
Theme chart: At the end of
each chapter the class will
engage in a group activity in
which the teacher will write
major themes on the board and
the students will come up with
events in the novel which
correspond to the themes.
Summative:
There will be two summative
assessments:
Essay: At the end of the unit,
each student will write a well-
analyzed and formatted essay,
using textual evidence, to
discuss a particular theme
within the novel.
Webercise: At the end of the
unit, students will get into
groups and will conduct
research to analyze a major
character within the novel.
Each group will create a
character profile using Pixton.
They will then create a satiric
character biography, then they
will present the biography using
Blabberize.
Lesson 1
Student Learning Acceptable Evidence Lesson Activities: Students will engage in daily class discussions about the central
Objective: Students (Assessments): themes and ideas of the text. Students will take a quiz at the start of each class
will be able to Students will covering the plot of each chapter. Students will complete a journal entry at the end
determine themes demonstrate their of each class.
and ideas within a ideas through class
text that are both discussion.
inferred and explicitly
stated.
Lesson 2
Student Learning Acceptable Evidence: Lesson Activities: Students will create a graphic organizer on Popplet analyzing 5
Objective: Students Daily journal entries major characters. The class will engage in creating a theme chart at the end of each
will learn how to showing analysis with chapter.
analyze literature textual support.
using textual
evidence.
Lesson 3
Student Learning Acceptable Evidence: Lesson Activities: Students will write an essay at the end of the unit making a
Objective: Students Students will provide cohesive and analytical argument about a certain theme or idea within the text.
will be able to form a textual support and They will support this argument through textual evidence. Students will complete a
cohesive and analysis through a group webercise at the end of the unit.
analytical argument written essay.
about a certain theme
or idea within the
text.
Unit Resources:
Pride and Prejudice by Jane Austen
Pride and Prejudice: Social Class video
Popplet
19th Century Social Hierarchy article
Pixton
Blabberize

Useful Websites:
Study.com
Study.com has many videos explaining different aspects of 19 th Century England.
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Khan Academy
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Khan Academy
Khan Academy is a resource that provides tools for learning specific subjects. I have included the link to the grammar section.