Monday Tuesday Wednesday Thursday Friday

Day 1
Literary Theory

LT
Students will be
able to define
Literary Theory and
explain its
functions and uses.

Texts
Online Artwork

Activities
-Journaling
-Art analysis
-Pair and share

Students will
journal for 10
minutes. They will
choose a piece of
art from a re-
approved list.
Using their
artwork, they will
analysis it, using a
handout with
literary theory-
related questions.
A pair and share
will end the class.

HW
Monday Tuesday Wednesday Thursday Friday
Day 2 Day 3 Day 4 Day 5 Day 6
New Criticism New Criticism New Criticism New Criticism Reader Response

LT LT LT LT LT
Students will define Students will Students will Students will Students will
New Criticism. practice applying identify the demonstrate define Reader
Students will NC to texts by restrictions and mastering of NC Response.
describe the using children’s limitations of by applying it to Students will
importance of New books New Criticism poetry. describe the
Criticism. Theory. background and
origins of Reader
*HANDOUT 1 Response.
Guiding Question
Texts *HANDOUT 2 *HANDOUT 3
“New Criticism” Texts Texts Group analysis Homework
from Poetry Children’s Books Excerpt from
Foundation Literary Theory: Texts Texts
Youtube video An Anthology Various Poems “Reader
Response” from
Activities Poetry Foundation
-Journaling Activities Activities
-Pair/share -Journaling -Journaling
-Frayer Model -Children’s books -Think-Pair-Share Activities Activities
-Discussion -Socratic Seminar -Journaling -Journaling
-Group Poem -Author’s Chair
Student’s will work analysis
pair up or work
individually on Students group Student’s will pair
children’s books up based on up or work
and then share out poetry choice individually on
and analyze research.
HW various texts
Vocab review HW HW using the HW
Excerpt from Chose top 3 handout. Worksheet and
Literary Theory: An poems and Excerpt from
Anthology submit on Google HW Literary Theory:
Classroom Vocab Review An Anthology
Monday Tuesday Wednesday Thursday Friday
Day 7 Day 8 Day 9 Day 10 Day 11
Reader Response Reader Response Marxism Marxism Marxism

LT LT LT LT LT
Students will Students will Students will Students will Students will
apply Reader demonstrate an define Marxism. evaluate and evaluate and
Response theory understanding of Students will discuss Marxist discuss examples
to their Reader Response explain the origins ideas in a class of Marxism in
classmates by responding to and background discussion. current times.
writings. a poem in their of Marxism. Students will
Reader’s complete an
Notebooks. activity to classify
*HANDOUT 4 and define
Stations Marxist terms.

Texts *HANDOUT 6
Texts Texts -Youtube sketch *HANDOUT 5 Final project
-Notebook -Notebook note video on Tic-tac-toe
-Google slide -Choice Poem Marxism Texts
minilesson on RR - The Lorax by Dr. Texts -Selected articles
Seuss -Excerpt from The
Communist
Manifesto
Activities: Activities Activities
-Journaling -Journaling -Journaling Activities
-Minilesson -Poem notebook -Stations -Journaling Activities
-Pair and Share work -Tic-Tac-Toe -Journaling
-Class Discussion -Vocab Review 1: define/terms -Class discussion -Author’s Chair
2: origins -Speed “Dating”
Student’s will 3: Manifesto -Introduce Final
work individually 4: Literary Theory
or together Using the articles,
crafting a students will
response in their speed date and
notebooks. This is share their
a creative HW articles and
workspace Find one example thoughts.
HW of Marxism in
Vocab review HW HW current times and HW
Read -Excerpt submit on Chose Text for
from The Classroom. final project
Communist
Manifesto
Monday Tuesday Wednesday Thursday Friday
Day 12 Day 13 Day 14 Day 15 Day 16
Marxism Other Theories Other Theories Project Workshop Presentation

LT LT LT LT LT
Students will Students will Students will Students will craft Students will
defend or support understand and understand and their final demonstrate their
the values and define one new define one new projects. learning of literary
ideas of Marxism theory. theory. theory by
in a classroom presenting their
debate. flipgrid videos.

Texts Texts Texts

-Student notes Excerpt from Excerpt from Texts Texts
Literary Theory: Literary Theory: -Student texts -Flipgrid videos
An Anthology An Anthology

Activities Activities Activities Activities Activities

-Journaling -Journaling -Journaling -Journaling -Journaling
-Philosophical -Stations -Stations -Workshop -Presentations
Chairs -Conferences
1. Post- 1. Post-
Colonialism Colonialism
2. Structuralism 2. Structuralism
3. Feminism 3. Feminism
4. Historicism 4. Historicism

Students will Students will work

choose 2 stations at the two
to work at stations they have
not worked at

HW HW HW HW HW
Begin working on Final project texts Continue working Flipgrids must be All final project
final Project must be on Final Project posted by the end work must be
submitted for of this day. submitted by the
approval by this end of this day.
day.

Day 2 Children’s Books

The Giving Tree – Shel Silverstein
Goodnight Moon – Margaret Wise Brown
Green Eggs and Ham – Dr. Seuss
Corduroy – Don Freeman
The Lion and the Mouse – Jerry Pinkey
Madeline – Ludwig Bemelmans

Day 3 Reading Selection Homework

Excerpt from Literary Theory: An Anthology Part 1, Chapter 5, “The Intentional Fallacy” by
Monroe Beardsley and W.K. Wimsatt

Day 4 Socratic Seminar

Opening Questions:
According to the New Critics, what does “good” writing look like?
What is the difference between ordinary language and literary language? Who decides this?
Why?
What are some limitations of New Criticism?

Day 5 Poetry Selections

“Because I could Not Stop For Death” – Emily Dickinson
“Those Winter Sundays” – Robert Hayden
“Words are Birds” – Francisco X. Alarcon
“a girl named jack” – Jacqueline Woodson
“Sympathy” – Paul Lawrence Dunbar
“Spanglish” – Tato Laviera

Day 6 Recommended Resources

Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan

YouTube

https://www.iep.utm.edu/literary/

https://courses.lumenlearning.com/introliterature/chapter/reader-response-criticism/

Day 6 Reading Selection Homework

Excerpt from Literary Theory: An Anthology Part 3, Chapter 3, “The Phenomenology of Reading”
by Georges Poulet

Day 6 and 11 Author’s Chair

This is something I hope to implement on a weekly basis in my classroom. Students will have a chance to
sit in the “author’s chair” and read something they have written that week. The purpose of this is to help
student’s view themselves as writers, to create a writing community in the classroom, and to give
students the chance to grow in a safe environment.

Day 8 Poetry Selections

“Holy Sonnet 10: Death be not Proud” – John Donne
“Still I Rise” – Maya Angelou
“If You Forget Me” – Pablo Neruda
“Fire and Ice” – Robert Frost
“Trees” – Joyce Kilmer
“A Dream Within A Dream” – Edgar Allan Poe

Day 10 Reading Selections

Excerpt from The Communist Manifesto, III. Socialist and Communist Literature 1-3