ELA UNIT PLANNING
UNIT: Redemption Unit Plan TIME FRAME: Four Weeks TEACHER/GR: Saunders 12th
Unit Summary and Rationale: To foster the concept of intertwining themes, the redemption unit reaches back to Les Miserables taught in junior year and supports the concept of the dangers of discrimination and the inescapability of one’s past. This unit combines current events and embraces informational text, Frankenstein, thematic concepts and literary devices.

Unit Connection College and Career Ready Descriptions: These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
ü Students will demonstrate independence.
ü Students will value evidence.
ü Students will build strong content knowledge.
ü Students will respond to the varying demands of audience, task, and discipline.
ü Students will critique as well as comprehend.
ü Students will use technology and digital media strategically and capably.
ü Students will develop an understanding of other perspectives and cultures.

Unit Standards: Teachers should list the standards to be addressed within the unit.
Reading
Literature _x
11-12RL
Key Ideas and Details
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.
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.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
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.
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
9. 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.

Informational Text_
11-12 RI
Key Ideas and Details
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.
Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
11-12W
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 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”).
Speaking and Listening
11-12SL
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Language
11-12 L
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Usage and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Technology
HS.TT.1.3 Use appropriate technology tools to design products and information with others.

Big Ideas: These are what students will discover as a result of instruction and learning activities. They are the main ideas of the learning, the conclusions, or the generalizations. Big Ideas should be open-ended and apply to more than one area of study.
Essential Questions: Essential questions center on major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the big ideas. They need to go beyond who, what and where. They need to lead to the how and why.
Learners will understand and recognize theme as enduring and universal as a broad message conveyed through a literary work. Universal ideas include human nature or society, as well.
How do tone and point of view contribute to the overall meaning of the story?
Learners will develop an understanding of rich vocabulary through an examination of contextual meaning and a revised definition. They will also apply knowledge of literary devices and narrative techniques to enhance appreciation of literature.
Does the reader experience change through the perception of the character?
Learners will synthesize information from current events, characterization, theme, events and details to draw conclusions and infer meaning.
How does the understanding of historical context impact cultural nuances in theme?
Knowledge: What should students know by the end of the lesson?
Students will be able to:
  • explain the use of metaphor in setting, tone and mood
  • analyze the use of irony in creating tone and mood
  • analyze the function of the flashback structure
  • trace the development of the dynamic structure
  • analyze the significance of the history and politics within the context of the novel
  • trace the development of complex and intertwining themes including: discrimination fosters hatred, the past cannot be buried, true friends make great sacrifices for each other, guilt is a powerful enemy.
  • Analyze the use of the first person narrator.



Learning Targets:
  • annotating historical information and synthesizing the information to draw meaning to literary text
  • understanding the nuances in secular differences in Middle Eastern culture
  • applying the historical and secular information to infer discreet meaning to characterization in literary text
  • synthesizing theme across multiple literary works and evaluating how that theme enhances the work as a whole
  • adapting understanding to the framework of the storyteller in response to the first-person narrator
  • analyzing the use of medias res through flashback and how it develops the story in contrast to a chronological approach
  • apply literary devices and thematic concepts to mixed genres to enhance understanding and appreciation

Reading TasksAnnotating Informational Texts

Study Guides
Writing Tasks
The Kite RunnerEssay Choices:
From five free response essays
Study Guide for 25 Chapters
Point of View and Tone Activity:
Students synthesize two scenes for tone in a one page written response
Discussion Tasks:
The Kite Runner
Small Group and Seminar
Les Miserables
Shahnamah
Narrative Techniques and DevicesLiterary Allusions,
First Person,
Character, Narrator,
Flashback,
Symbolism

Theme Chart:
Students locate a supporting
passage or event to tie
to five major themes
Language/Vocabulary Tasks
The Kite Runner
Crossword Puzzle for Chapters 1-12
On Events, Characters, and Details.
Vocabulary Chart
Defining Words through context
Ongoing, student monitored:
Chapter/WordContextual DefinitionRevised Definition







Assessment Evidences: List types of assessments that will be used throughout the course of the unit.
*If you do not have assessments for this unit, they should be created before moving on to the lesson design*

DIAGNOSTIC
FORMATIVE
Benchmark
SUMMATIVE
Time Line of Events
Pre-Assess Knowledge of Time Period
Review of Les Miserables from Junior Year
Video Clip Pre-Assessment of Theme
Annotated Documents
Study Guide Ongoing Review
Theme ChartPoint of View and Tone Activity
Crossword Puzzle
Seminars
AP Modeled
Objective Exam
Item Analysis
Test Corrections
Personalization
and Seminar
Plans Developed
Objective Exam
Essays
Team GooglePresentationsArchetypesin Literature

Text(s) Selections/Resources (generated by both teacher and student)
Teachers will list the genres/titles/resources for study and indicate text complexity:

The Kite Runner PDF


The Kite Runner Reading Guide:





Online Copy of The Kite Runner
Excerpts:
Found in theme worksheets and tone


Link to AP Writing Rubrics

“Les Miserable”
Frankenstein
The Adventures of Huckleberry Finn

Historical Notes: (See Below)
Afghan Society
The Difference Between Sunni and Shi’A Muslims
The Taliban
A Brief Timeline of Afghan History Relevant to the Kite Runner
Documents/Student Activities:





Redemption




Guilt



Sacrifice





Notes ( include accommodations/grouping/modifications):
This unit is narrowed to senior year only and is cumulative from junior English, specific in the area of the study of Les Miserables. Modifications should be made according to product and performance by student. This is not limited to honors and AP and is grading should be applied according to appropriate standards for the individual student.
Kite Runner Lecture Notes A.PNG
Kite Runner Lecture Notes B.PNG

















Kite Runner Lecture Notes C.PNGKite Runner Lecture Notes D.PNG

Online Copy of The Kite Runner