Victorian Literature and Today 
11th/12th Grade Unit Plan 
Carly Pruszinske   
 Introduction 
 
Rationale 
 
This unit explores features of Victorian literature, culture, and history while 
making connections to the literature and culture of today. With the Victorian 
era a time of strife and inter-class tension, this unit is an investigation of 
today’s follies in the scope of the past. Students will understand the role the 
past plays in cultivating a positive future and will be able to recognize Victorian 
methods of inciting change (and draw connections to the ability to make 
change today). 
 
This unit is designed for older high schoolers (around eleventh or twelfth 
grade) because of the heavier workload and complex concepts. The literature 
being studied also uses more difficult language, so the course might be best fit 
for more advanced and experienced readers. The workload is scaffolded and 
structured in order for student ease of completion, but it is still a heavy 
intellectual load that requires being developmentally able to keep up with 
multiple assignments and readings. 
 
The content is built around ​three​ different summative assessments: a ​ n essay 
connecting Victorian culture to today, ​a multimedia journalism​ project 
exploring change and the use of the media to incite it, and a ​ final exam​. The 
material leading up to the essay will be primarily an overview of culture 
captured in Victorian literature and introduction to our first text, ​A Christmas 
Carol ​by Charles Dickens. That chunk of content will also be reviewing how to 
draft, write, and edit an argumentative essay. The following weeks will take a 
closer look at Victorian people and society through the scope of Victorian-era 
journalism, connecting the concepts in the Victorian readings to applicable 
features of culture and journalism that students see today. The final exam will 
be cumulative, but the week leading up to it will be partially focused on study 
resources and strategies as well as a detailed review of concepts we’ve seen. 
 
These assessments and their supporting content/lessons were carefully 
designed to enable student choice, foster excitement surrounding learning the 
content, and offer multiple channels of knowledge acquisition. This 
multiple-channel learning philosophy is a driving value that I tend to 
incorporate into all the content I design, and it is particularly important in this 
unit. Admittedly, the Victorian era can get to be pretty dry material if taught 
the wrong way. The goal of this unit is to make the concepts of Victorian 
culture and the literature from that era accessible, and to connect them to the 
culture and literature of today.  
 
Learning Objectives  
 
In this section, you will find an overview of open-ended, intellectually 
challenging questions that will be guiding the understandings that I intend for 
students to have mastered by the end of the unit. The final list in this section is 
of the state standards that the essential questions and enduring 
understandings conjunctively cover. Then, at the end of this section, you will 
see an indexed chart that connects these three channels of objectives. The 
facets of these learning objectives are geared toward showing students the 
value of evaluating culture, referencing literature, and being aware of the way 
literature and culture interact. 
 
Essential Questions 
 
● What are some features of Victorian literature that turn up today? 
● What’s the relationship between period literature and that period’s 
culture? 
● In what ways is literature wielded during this period to create change? 
● What can we tell about a time period or place from reading its literature? 
● If someone in the future were to read period literature from this time, 
what would it look like? 
● Why might a writer allude to an idea that’s already been written? 
● What makes a piece of literature worthy of being alluded to or emulated? 
● Did this literature make change or simply document it? 
 
Enduring Understandings 
 
Students will understand that Victorian literature usually features a set of 
specified traits, such as serialization, bleak and dark tone, themes and tone of 
industrialism, themes of class and/or poverty, themes of progress (be it 
industrial, personal, or cultural) and a fixation on women and their role in 
society. 
 
Students will understand that Victorian literature sometimes has an unhappy 
and dark tone for a purpose (that purpose usually being to express discontent 
with the state of things in the culture).  
 
Students will understand that writing is a vessel to make AND document 
change, and that that change and documentation can last for years and years 
after the writing has been done. 
 
Students will understand that literature of a time period tells a lot about the 
zeitgeist and culture of that period. 
 
Students will understand that literature is a vessel for information about 
accepted customs, social norms, public concerns, and other cultural features. 
 
Students will understand that popular or famous literature from all periods is 
often parodied, referenced, or otherwise alluded to in contemporary culture. 
 
Students will understand that material literature from the Victorian (and much 
older) era(s) is often reused, emulated, referenced, or otherwise alluded to 
today.  
 
State Standards 
● 11.5.10.10​ - Read and comprehend complex literary and informational 
texts independently and proficiently. 
● 11.5.4.4​ - Analyze how and why individuals, events, and ideas develop 
and interact over the course of a text. 
 
● 11.7.5.5​ - Use a writing process to develop and strengthen writing as 
needed by planning, drafting, revising, editing, rewriting, or trying a 
new approach. 
● 11.7.4.4​ - Produce clear and coherent writing in which the development, 
organization, and style are appropriate to task, purpose, and audience. 
● 11.7.10.10​ - 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. 
● 11.7.1.1​ - Write arguments to support claims in an analysis of substantive 
topics or texts, using valid reasoning and relevant and sufficient 
evidence. 
 
● 11.9.8.8a​ - Communicate using traditional or digital multimedia formats 
and digital writing and publishing for a specific purpose. 
 ● 11.9.4.4​ - Present information, findings, and supporting evidence such 
that listeners can follow the line of reasoning and the organization, 
development, and style are appropriate to task, purpose, and audience. 
 
● 11.11.3.3​ - 3. Evaluate a speaker’s point of view, reasoning, and use of 
evidence and rhetoric. 
 
● 11.12.3.3​ - 3. Analyze how and why individuals, events, and ideas develop 
and interact over the course of a text. 
● 11.12.6.6 - ​ Assess how point of view or purpose shapes the content and 
style of a text. 
● 11.12.7.7​ - Integrate and evaluate content presented in diverse media and 
formats, including visually and quantitatively, as well as in words. 
● 11.12.1.1​ - Read closely to determine what the text says explicitly and to 
make logical inferences from it; cite specific textual evidence when 
writing or speaking to support conclusions drawn from the text. 
● 11.12.6.6 - ​ Assess how point of view or purpose shapes the content and 
style of a text. 
● 11.12.7.7​ - Integrate and evaluate content presented in diverse media and 
formats, including visually and quantitatively, as well as in words. 
● 11.12.9.9​ - Analyze how two or more texts address similar themes or 
topics in order to build knowledge or to compare the approaches the 
authors take. 
 
● 11.14.9.9​ - Draw evidence from literary or informational texts to support 
analysis, reflection, and research. 
● 11.14.5.5​ - Use a writing process to develop and strengthen writing as 
needed by planning, drafting, revising, editing, rewriting, or trying a 
new approach, focusing on addressing what is most significant for a 
specific purpose and audience, and appropriate to the discipline. 
● 11.14.7.7​ - Conduct short as well as more sustained research projects to 
answer a question (including a self-generated question) or solve a 
problem; narrow or broaden the inquiry when appropriate; synthesize 
ideas from multiple sources on the subject, demonstrating 
understanding of the subject under investigation. 
 
 
 
 Assessment Index 
 
Week Essential Enduring Understandings Standards Assessments
Questions

1-3 What are some Students will understand that writing 11.12.7.7 Summative Assessment:
features of is a vessel to make AND document 11.1 2.9.9
Victorian change, and that that change and Victorian theme/culture essay
 literature that documentation can last for years and
turn up today? years after the writing has been done. Victorian journalism project

Students will understand that material Formative Assessment:

literature from the Victorian (and
much older) era(s) is often reused, Mini quiz​ to check for understanding of
emulated, referenced, or otherwise Victorian conventions
alluded to today.

Students will understand that

literature is a vessel for information
about accepted customs, social
norms, public concerns, and other
cultural features.

4-7 What’s the Students will understand that 11.12.6.6 Summative Assessment:
relationship Victorian literature sometimes has an 11.12.1.1
between period unhappy and dark tone for a purpose 11.5.10.10 Victorian themes essay
literature and (that purpose usually being to 11.12.6.6
that period’s express discontent with the state of 11.14.9.9 Victorian journalism project
culture? things in the culture). 11.9.4.4
Formative Assessment:
Students will understand that writing
is a vessel to make AND document In-class check for understanding
change, and that that change and
documentation can last for years and
years after the writing has been done.

Students will understand that

literature of a time period tells a lot
about the zeitgeist and culture of that
period.

Students will understand that

literature is a vessel for information
about accepted customs, social
norms, public concerns, and other
cultural features.

8 In what ways is Students will understand that 11.14.7.7 Summative Assessment:

literature Victorian literature sometimes has an 11.11.3.3
wielded during unhappy and dark tone for a purpose 11.9.8.8a Victorian theme/culture essay
this period to (that purpose usually being to
create change? express discontent with the state of Victorian journalism project
things in the culture).
Formative Assessment:
Students will understand that
literature is a vessel for information In-class short response
about accepted customs, social
norms, public concerns, and other
cultural features.

Students will understand that popular

or famous literature from all periods is
often parodied, referenced, or
otherwise alluded to in contemporary
culture.

Why might a Students will understand that popular 11.5.10.10 Summative Assessment:
writer allude to or famous literature from all periods is
an idea that’s often parodied, referenced, or Victorian unit final exam
already been otherwise alluded to in contemporary
written? culture.
Formative Assessment:
 Students will understand that material
literature from the Victorian (and Reading quizzes
much older) era(s) is often reused,
emulated, referenced, or otherwise
alluded to today.

Did this Students will understand that writing 11.5.4.4 Summative Assessment:
literature make is a vessel to make AND document 11.12.6.6 Victorian journalism project
change or change, and that that change and
simply documentation can last for years and Formative Assessment:
document it? years after the writing has been done.

Students will understand that

literature of a time period tells a lot
about the zeitgeist and culture of that
period.

Students will understand that

literature is a vessel for information
about accepted customs, social
norms, public concerns, and other
cultural features.

 
 
Academic Essentials 
Below is an index of the three summative assessments and the skills they are 
measuring.  

Major Assessment Academic Essentials

Victorian Literature Essay Skills

● Writing a thesis
● Backing up assertions with evidence
● Writing an argumentative essay
● Features of a well-written academic essay
● In-text citations
Terms
● Thesis
● Body paragraphs
● Conclusion
● Citation

Victorian journalism project Skills

● Writing interview questions
● Thinking critically about surroundings
● Understanding of purpose of journalistic texts
● Recording/interpreting responses into article form
● Knowledge of the Victorian journalism form
Terms
● Vox populi
● Domestic
● Anecdote
● Census
 ● Quantitative
● Qualitative

Final Exam Skills

● Writing a response essay
● Reading comprehension
● Knowledge of the Victorian form
● Writing about quotes/characters
Terms
● Costermonger
● Tanneries
● Mudlarks
● Caste
● Epigraph
 
 
 
 
 Tentative Calendar 
Here you can take a look at a zoomed-out view of what assessments, activities, 
and lectures will be taking place over the six weeks of the unit. 

Mon Tue Wed Thu Fri

Intro Lesson A Christmas Carol Go over reading Mini Quiz​ on Victorian Reading quiz
W ● In-class reading ● Fuzzy spots Focus/Convention
E ● In-class PowerPoint ● Assess student Read Stave #4
E on Charles understanding Homework: Read
K Dickens/Victorian of reading Stave #3
Era England through
O discussion
N Homework: Read Discussion going over
E Stave #1 ● Theme
● Tone
Homework: Read
Stave #2

PowerPoint on Introduce Essay In-class worktime on Mini lesson on Continue conferences

W poverty/ planning handout/essay citations
E women/ Review on thesis In-class worktime
E morality in writing/argument Mini review lesson on In-class worktime
K Victorian construction writing a conclusion
England/literat Begin conferences with
T ure Assign planning students to discuss
W handout thesis, argument, etc
O Discuss
moments in
the reading
 that illustrate
these

Homework:
Read Stave #5
Rough draft Lesson on in-class Essay final draft due In-class reading, Short response
W of essay due essays London Labour and assessment: in-class
E Review/assess London Poor mini essay comparing
E Peer edit in Start journalism focus readings: what did journalism works
K class students miss? Where Discuss/compare what
In-class reading, were some fuzzy spots? we’ve read of​ London
T Homework: Working Class of Labour and London
H Make edits, England Powerpoint on Poor​ to ​Working Class
R finish essay journalism of England.​
E Homework: Finish ● History
E working class of ● Victorian Homework: Finish
England connection London Labour and the
London Poor
Mon Tue Wed Thu Fri
Introduce Game introducing Workshop on how to Research workshop: Interview question
W journalism possible delivery of develop interview how to use a database, assignment DUE
E project project questions: What makes libraries, etc.
E a good/bad question? In-class work on
K PowerPoint on Media browse showing Review bibliographies proposal
bias, meaning, different journalistic Assign ​Interview
F angles, leads, channels Question workshee​t In-class work on Available for
O etc. proposal conferences
U In-class work time
R Examine Available for
media — conferences
discuss bias,
meaning,
angle, etc.
Proposal due In-class worktime In-class worktime Review ​Christmas Review Themes/Tone
W Carol​ and journalism
E In-class concepts
E worktime
K Short in-class essay
response about what
F journalism apply to
I their project
V
E

In-class In-class worktime Project DUE Final Exam

W worktime
E
E
K
S
I
X

 
 
Assessment Evidence 
 
Summative Assessment 
There are three key summative assessments in this unit: an essay on Victorian 
themes, a project exploring Victorian journalism, and the unit’s final exam. 
 
The first summative assessment of the unit is an essay response. It measures 
student ability to reference the text and connect it to their own surroundings, 
as well as reviews/teaches the structure and process of writing an 
argumentative paper. The lessons leading up to this assessment are focused on 
both scaffolding understanding of Victorian conventions as well as the 
processes of writing a thesis, supporting it, citing your evidence, and the like.  
 
Essay Comparing Victorian Culture/Literature/Traits to Today

Criteria 1 -- Acceptable 2 3 -- At Standard 4

Thesis Student recognizes some Students chose at least one Victorian

Victorian ideas and mentions theme and connect it to one topic that is
them in essay. relevant today in multiple ways and with
multiple examples.

Ideas Student communicates their Student communicates several unique

ideas with some connection ideas, draws connections between them,
and support and provides evidence from the text
we’ve read.

Organization Student communicates Student communicates ideas in a pattern

several ideas that guides the reader through their
argument.

 
The Victorian journalism assessment is a project concerning choosing a 
community issue, investigating it, and interviewing individuals close to the 
issue in order to educate and inform. This project focuses on emulating the 
investigative journalism done by Charles Dickens, Henry Mayhew, and other
Victorian journalists whose work has shaped history and language.
Victorian Journalism Assessment
Criteria 1 -- Needs Work
Proposal Proposal features the
student’s topic, research plan,
a list of interviewees 5 or less
interviewees, a list of 5 or
less interview questions, and
a chosen medium to present
this project.
Project Form Project is presented to class
with under 3 interviews
Interview Questions Student handed in 5 or less
interview questions with
project
Understanding of Student identifies a topic in
social scope of the community and reports on
it.
writing
Understanding of the Students complete and
structures that go into present their project.
writing and
presenting
information
The final summative assessment, the unit exam, explores the concepts, terms,
and discussions we’ve had over the course of the unit. 
Victorian literature basic concepts exam
Criteria 1 -- Came Up Short
Matching More than 6 matching
questions were matched
incorrectly.
Quotes Students could name neither
the character, nor text the
quote was from
Short answer Student leaves more than 5
 
 
2 3 -- At Standard 4
Project chooses a thoughtful topic and
an explanation of that choice, a research
plan featuring both resources and
questions about what to research, at
least 5 well developed interview
questions, a list of at least 5
interviewees, and a plan for
presentation.
Project is presented on a platform that
organizes the information clearly and
displays content from at least 3 points of
view.
Student handed in at least 5 interview
questions with project
Student identifies and investigates an
issue in the community and draws
conclusions about its impact based on
personal accounts and research.
Students take care in executing and
producing evidence of each step of the
journalism planning process, including
the proposal, peer edits, research, and
interviews.
 
2 3 -- At Standard 4
2 or less questions were matched
incorrectly
Student can name both characters who
said quote
Student is able to fill in at least eight of
 blanks empty or incorrect the ten blanks on the exam

Response essay Student demonstrates ideas, Student demonstrates understanding of

but does not connect them the question, good organization, and a
back to the thesis strong thesis

 
Formative Assessment 
As I teach this unit, I plan to assess students and adapt material in reference to 
formative assessment data. This includes whole lessons that involve breaking 
down the text and going over “fuzzy spots” in the reading (see Wednesday of 
week 1). Another way I plan to assess and differentiate is exhibited on ​Tuesday 
of week 4​, when I invite students to write me a memo discussing what channel 
they’re thinking to use to present their project. If they’re unsure of what 
they’re going to do for their project, the memo is a space for them to report 
that too. I ask them to hand these memos in to me at the end of class so I can 
read them and check in with them the next day in class. It’s also a good way to 
know if I should speed up or slow down instruction. I am sure I take ​adequate 
records​ when employing especially informal assessments such in order to 
differentiate properly. Other summative assessments include reading quizzes 
that give me insight on how well my students are comprehending the assigned 
reading/are approaching target on enduring understandings 
 
Grading 
Students will be graded holistically using standards. They will be given the 
rubrics and checklists beforehand, and will be assessed using the domains that 
I give them. All formative assessments will be collected and recorded, but only 
a few assignments will be put into the gradebook for points. An example of the 
assignments that would be graded include the ​interview brainstorm 
worksheet​. Otherwise, for less formal assessments, I’ve developed a 
framework for non-graded assessment and record taking that you can view 
 here​.  
 
Differentiation 
 
Allowing for both student choice and the validation of student interest is a 
primary goal for this unit. In some l​ essons​ of this unit, I use the empirically 
successful (Bowgren 45) “I do, we do, you do” strategy to gradually release 
responsibility and ensure that students at different levels of understanding are 
all getting the support they need. I also build work time into the unit whenever 
I can which is also an excuse for me to survey the room and see what kids are 
up to in their p ​ rojects​.  
 
In s​ ome of my lectures​, I employ the “I do, we do, you do” strategy so I can 
scaffold the material, have students practice it, then let them try applying the 
content on their own. However, if a student’s assessments show that he isn’t 
proficient in these, I have written into the unit opportunities to connect with 
them. If at any point in the unit, the data shows that a student is struggling 
with a learning objective, my grading and record keeping policy is designed to 
allow me to make a record​ of that and follow up with them in the next class in 
order to provide extra support. 
 
Developmental Appropriateness 
 
At this point in 11th/12th grade learning, I intend to build new skills on the 
foundation of basic writing skills such as sentence structure and paragraph 
structure. This unit builds skills of constructing arguments, a lifelong skill, 
drawing evidence from a text, recognizing bias in media, and communication 
channels that can bring aboout change. Expression is key for this age of 
students, and the Victorian era is one way to show how expression can create 
change.  
 
Technology 
 
I like to credit myself as a pretty technologically literate educator, this unit is 
pretty technologically based. There are moments an nearly ​every​ lesson where 
students are word processing, using online resources, or otherwise furthering 
their technological knowledge. As our world changes, I hope to continue 
educating students in a relevant and recognizable way for them.  
 
However, I do feel the need to clarify that I value analog methods. I like to ask 
students to turn to their notebook and jot down some thoughts. I will 
sometimes ask them to hand this in in order to gauge their understanding just 
for my own records. 
 
 
   
Texts 
 
Name of Text Type of Text

A Christmas Carol by Charles Dickens ● Novella

● Literary
● Print or online text
● Yes-- this is likely a
complex text

The Condition of the Working Class in England by Friedrich ● Journalistic article

Engels [excerpt] ● Literary and
Informational
● Print or online text
● Likely a complex text

London Labour and the London Poor by Henry Mayhew ● Journalistic article
● Literary and
informational
● Print or online text
● Likely a complex text
 
 
Materials 
● A Christmas Carol b​ y Charles Dickens  
● Working Class of England e ​ xcerpts by Friedrich Engels 
● London Labour and the London Poor​ by Henry Mayhew 
● Computer lab/iPad cart 
● Power point on Charles Dickens/Victorian England 
● Power point on theme/tone/mood 
● Power point on poverty/castes/women/morality in the literature 
● Power point on journalism traits/vocab/scope 
● Power point on thesis writing/essay construction 
● Handouts 
● Slides 
 
Resources/Links 
 
A Christmas Carol ​by Charles Dickens audiobook 
   
 Works Cited 
Bowgren, Linda, and Kathryn Sever. “3 Steps Lead to Differentiation.” ​Journal 
of Staff Development​, vol. 31, no. 2, Apr. 2010, pp. 44–47. E
​ BSCOhost, 
search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51701026&s
ite=ehost-live.