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Realism Unit Outline

Realism Unit Outline

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Published by Josh Cauhorn

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Published by: Josh Cauhorn on Feb 02, 2009
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English 11 Hnrs REALSIM/REGIONALISM-NATURALISM Unit Plan Josh Cauhorn
Unit Rationale
This Unit will introduce students to the American Realism movement of the mid to late19
Century. Students will read texts from the era and discuss historical context so thatthey fully understand the literature of the time. Not only is Realism a culturally importantera in American Literature, it also parallels many types of writing today and can providetools to students for making sense of their own world. Students will also write a narrativeessay mimicking elements of the effective writing style used by Frederick Douglass.
Unit Content Outline
This unit will begin with a pre-test over concepts of Realism, authors within themovement, and some literary devices that will be covered in their works. In addition,there will be a choice project where the students will delve further into a specific work or topic within the movement; these projects will be presented in order that the entire classwill be exposed to the full breadth of the movement. Finally, there will be narrative essayassigned that will synthesize knowledge of effective stylistic elements demonstratedprimarily by Douglass.
Lesson One:
This lesson will introduce Realism and provide a connection betweenslavery in America during the Civil War and slavery in today’s world.
Lesson Two:
This lesson will be a discussion of Frederick Douglass’s narrative of hisown bondage in slavery. A focus will be put on the key aspects of a narrative piece (e.g.the optimal style of a narrative, etc.). This will be the serious introduction for theassigned Narrative Essay.
Lesson Three:
This lesson will put in context Lincoln’s
Emancipation Proclamation
Gettysburg Address
. The history of the works will be covered, as well as the elementsthat make them so profound.
Work Day for Narrative Essay.Lesson Four:
This lesson will be a discussion of Bierce’s “An Occurrence at Owl CreekBridge,” emphasizing his use of point of view to make his work effective. The keyquestion will be asked: “What literary aspects, common in Realism, make the works sohard-hitting?”
Lesson Five:
This lesson will introduce the subcategory of Regionalism. An excerpt from
The Adventures of Huckleberry Finn
will be used, and the aspects of Regionalism, suchas dialect and an emphasis on culture at a small-scale, will be explained.
Lesson Six:
This lesson will be a discussion of “The Outcasts of Poker Flat” by BretHarte, a key work of American Regionalism. Aspects discussed in the last lesson will beapplied to this work.
Work Day for Narrative Essay and Option Project.Lesson Seven
: This lesson will elaborate upon the subcategory of Naturalism usingStephen Crane’s “Open Boat.” Students will ask the key questions of Naturalism,exploring the perceived cruelty and removedness of the actions of Nature asunderstood by the writers involved in the Naturalism movement.
Work Day for Option Project.
Day for presenting projects and finishing up.Lesson Eight 
: This lesson will be a culmination of Realism and its two subcategories,Regionalism and Naturalism. It will provide as a review for the test.
Unit Test.
IDOE Eleventh Grade Academic Standards
Standard 2: READING: Comprehension and Analysis of Nonfiction andInformational Text
Students read and understand grade-level-appropriate text.
Analyze both the features and the rhetorical (persuasive) devices of differenttypes of public documents, such as policy statements, speeches, or debates, and theway in which authors use those features and devices.
Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice inthe text.
Make reasonable assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.
Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
Critique the power, validity, and truthfulness of arguments set forth in publicdocuments, speeches, or essays; their appeal to both friendly and hostile audiences;and the extent to which the arguments anticipate and address reader concerns andcounterclaims.
Standard 3: READING: Comprehension and Analysis of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significantworks of literature.
Structural Features of Literature: Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose,plays, novels, short stories, essays, and other basic genres.• Satire: using humor to point out weaknesses of people and society.• Parody: using humor to imitate or mock a person or situation.• Allegory: using symbolic figures and actions to express general truths abouthuman experiences.• Pastoral: showing life in the country in an idealistic - and not necessarilyrealistic - way.
Analyze the way in which the theme or meaning of a selection represents a viewor comment on life, using textual evidence to support the claim.
Analyze or evaluate works of literary or cultural significance in history (American,English, or world) that:• reflect a variety of genres in each of the respective historical periods.• were written by important authors in the respective major historical periods.• reveal contrasts in major themes, styles, and trends.• reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.
Analyze the clarity and consistency of political assumptions (statements that takefor granted something is true), beliefs, or intentions in a selection of literary works or essays on a topic.
Analyze the philosophical arguments presented in literary works to determinewhether the authors' positions have contributed to the quality of each work and thecredibility of the characters.
Standard 5: WRITING: Applications (Different Types of Writing and Their Characteristics)
Students will combine rhetorical strategies or narration, exposition, persuasion, anddescription; to produce presentations.
Write fictional, autobiographical, or biographical narratives that:• narrate a sequence of events and communicate their significance to theaudience.• locate scenes and incidents in specific places.• describe with specific details the sights, sounds, and smells of a scene and thespecific actions, movements, gestures, and feelings of the characters; in thecase of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings.• pace the presentation of actions to accommodate changes in time and mood.
Write responses to literature that:• demonstrate a comprehensive understanding of the significant ideas in worksor passages.• analyze the use of imagery, language, universal themes, and unique aspectsof the text.• support statements with evidence from the text.• demonstrate an understanding of the author's style and an appreciation of theeffects created.• identify and assess the impact of perceived ambiguities, nuances, andcomplexities within the text.
Write reflective compositions that:• explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description,exposition, and persuasion.• draw comparisons between specific incidents and broader themes thatillustrate the writer's important beliefs or generalizations about life.• maintain a balance in describing individual events and relating those events tomore general and abstract ideas
Use varied and extended vocabulary, appropriate for specific forms and topics.
Deliver multimedia presentations that:• combine text, images, and sound and draw information from many sources,including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media-generated images.• select an appropriate medium for each element of the presentation.• use the selected media skillfully, editing appropriately, and monitoring for quality.• test the audience's response and revise the presentation accordingly.
Standard 6: WRITING: English Language Conventions

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