Isolation and Identify: An exploration of identity within relationships

11th Grade
Ms. Kosowski

Introduction:
This unit is designed for 11th grade students because isolation as a literary theme can be hard to understand but is a

relatable subject for teens.I remember feeling isolated emotionally as a teen and I think that my students will identify with

that. At this age they have heightened emotions and are finding themselves. Students will learn to discuss times we or a

character felt isolated and how that affected our/their choices. The theme isolation helps students to understand cause

and effect. Books like Jane Eyre always spoke to me in a dark and morbid way. Many Gothic novels have this aspect of

isolation throughout them. They will be using Jane Eyre as their main text throughout the unit and will be their guide to

understanding the relationship between isolation and identity.

Students will have three main projects to complete. The first is an introductory project that imcompases cause and effect,

identity and social expectations. They will create a graphic on a social norm from their own experience or from the short

story we read. The second is an analysis paper where students will use their notes to analyze how characters from Jane

Eyre isolate themselves and how it affects their choices. The third is a persuasive speech that they must perform in front

of their peers. They will use their understanding of isolation, identity, and cause and effect to persuade their audience

which character had the most effect on Jane’s identity.

Unit Overview:

Week Essential Enduring Standards Assessments Learning Activities

Questions Understandings

1-2 11.11.1.1 Summative Class discussion on

SWUT humans are Demonstrate command of the conventions of standard English
Why are Assessment: isolation as a theme
complex creatures and grammar and usage when writing or speaking.
Notation of mentor
humans have evolved to depend
a.
Apply the understanding that usage is a matter of convention, Graphic of social norms texts
social on each other for
can change over time, and is sometimes contested. Discussion about
b. Formative Assessment: mentor texts
creatures? survival and Resolve issues of complex or contested usage, consulting
● Journals Graphic of social
references (e.g., Merriam- Webster’s Dictionary of English
companionship. Usage, Garner’s Modern American Usage) as needed. ● In class norms
11.9.4.4 discussions
SWUT that social norms While respecting intellectual property, present information, ● Note Outline
findings, and supporting evidence, conveying a clear and distinct
are decided and perspective, such that listeners can follow the line of reasoning,
mirrored by the group, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose,
and those that don’t audience, and a range of formal and informal tasks (e.g., persuasion,
follow then are often argumentation, debate).

excluded from the

group.

3-5 Why or how SWUT isolation isn’t Summative Make rubrics for
Assessment: analysis paper
do people always voluntary and 11.4.2.2 Analysis Paper Consolidate notes
isolate can come in various Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they
together and create
character analysis list
themselves? forms, like emotional interact and build on one another to produce a complex account; provide
Formative Assessment: Peer review
an objective summary of the text.
Is isolation and geographical 11.4.3.3
Analyze the impact of the author’s choices regarding how to develop
good or bad? isolation. and relate elements of a story or drama (e.g., where a story is set,
Journal
how the action is ordered, how the characters are introduced and In class discussions
SWUT isolation can be developed). Character analysis list
caused by many things Quizzes
11.11.5.5
and that physical Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
isolation is often the a.
Interpret figures of speech (e.g., hyperbole, paradox) in context
effect of emotional and analyze their role in the text. Analyze nuances in the meaning
of words with similar denotations.
isolation, the feeling of
aloneness.
SWUT that chain of
cause and effect, how
each event and choice
 builds on itself creating
the story's direction.
Is isolation good or
bad?
SWUT long term
isolation can cause
damage psychologically
and even physically.
SWUT isolation can
also help people to look
within and discover
more about themselves.
6-8
How does SWUT people often pick
one’s identity people that have similar
affect their likes/dislikes and how
relationship they act in their
and how relationship reflects their
does one’s personality.
relationships SWUT sometimes we
affect their don’t get to pick who’s
identity? in our lives and those
people can change who
we are, like our parents.
11.5.1.1 Summative How to construct an
Cite strong and thorough textual evidence to support analysis of Assessment: argument (logos, ethos
what the text says explicitly as well as inferences drawn from the text,
and pathos)
including determining where the text leaves matters uncertain.
11.5.3.3 Speech Project Build rubric for speech
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.
11.7.1.1 Formative Assessment:
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence. Journal
a. In class Discussions
Introduce precise, knowledgeable claim(s), establish the significance
of the claim(s), distinguish the claim(s) from alternate or
Character analysis list
opposing claims, and create an organization that logically Rough Draft
sequences claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while
pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values,
and possible biases
.
c.
Use words, phrases, and clauses as well as varied syntax to link
the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in
which they are writing.
e.
Provide a concluding statement or section that follows from and
supports the argument presented.
Descriptions of the Major Projects:

Social Norms Graphic

Students use notes on social norms and make connections to events throughout history or your personal life. Students create graphics that show whether these
social norms had a negative effect or a positive effect on society.
- Notes
- Markers/colour pencils
- Paper

WEEK 1
Monday Tuesday Wednesday Thursday Friday
Hook lesson: Isolation in Introduce isolation as a literary Read Childhood’s Retreat Minilesson: Note taking Create character list and character
theme. Launch Audio in a New Window description
relation to identity Mentor texts to practice
What is a theme? In class reading time
Reflect on the effect of annotating
Handout of theme characteristics BY ROBERT DUNCAN
relationships on identity.
Introduction to journaling Poem
Make a connection between social
norms/ societal expectations and Discussion about coming of age, Introduce Unit text: Jane Eyre by
identity. changing of relationships and Charlotte Bronte
Define what isolation is and its expectations
causes. Read ch. 1 in class

HW: read ch 2-8 by Mond.

WEEK 2
Monday Tuesday Wednesday Thursday Friday
Introduce graphic project Make rubric for project I Wandered Lonely as a Cloud Small group work on project. Share graphics
Show examples What should be included? Share ideas
Have students begin to think about Written explanation. Launch Audio in a New Window In class reading and work time
social norms or expectations that
might lead to isolation is ignored. BY WILLIAM WORDSWORTH
Poem
Journal entry about their own Might need context about author
experiences with this Discuss text HW: read ch 16-20
HW: read ch 9-15 by Frid.

TOPIC FOR THE LESSON: Date: 10/13/21

Grade Level/Course: 11th grade
Unit: Isolation in relation to identity

Lesson objectives (information, disposition, and skill objectives):

1. Reflect on the effect of relationships on identity.
2. Make a connection between social norms/ societal expectations and identity
3. Define what isolation is and its causes.

Initiation/Opening Time
At the beginning of class, ask students to take a moment to think about how they identify and maybe how their relationships (parental, friendship, familial, 7 min
romantic) affect that. Have them discuss with a student for a few minutes.

Teacher’s Activities Students’ Activities Time

Once they are done discussing with each other, I will give a few examples that I came up with. Listening 8 min
Parental- daughter (15)
Familial- sister, niece
Romantic- wife
I’ll ask a few students to give examples of their own and explain.
Students volunteer examples and explain
Then I’ll introduce social norms.
I’ll ask that the students write a reflection and then discuss these questions with one other person and then
come together as a big group.
What are they? Students reflect on the questions alone and 12 min
Where do they come from? with another person. (27)
What social norms or expectations do those same people have for you?
I will help guide students through the discussion.
-calling on people
-giving my own examples
Students raise their hands and suggest answers 6 min
After, I will give a well rounded definition of social norms and ask the students: to the questions. (33)
What happens when people don’t follow those norms?
What happens when people are not normal? Students will listen and propose an answer.
They might not have an answer.
5 min
I will introduce isolation. Listening (38)
I will give a definition and connect it to social norms. Students reflect on paper.
“Those who don’t follow social norms might be isolated.” Students discuss in a group.
How do you think this affects them and how they identify?
First, I will have students write some thoughts down.
Then, put students into small groups and have them discuss how isolation affects identity. 10 min
(48)

Closure Time
“Today we looked at what makes people who they are and how the people around us can affect that. We also discussed how being left out can have an affect 2 min
on our identity. Tomorrow, we will expand on the idea of isolation and identity, and look at some examples of it in writing.” (50)

Assessment Tools:
1. I can walk around the classroom as they discuss and see if they are engaged and understanding.
2. Their notes/journals will tell me if they are grasping the concepts and are engaged.

Pre-Planning:
Materials/Resources (list):
My own initial reflection on relationships.
Examples of social norms and its definition.
An introduction to isolation as a theme.

Instructional Strategies to be Used:

_x_Cooperative Learning _x_Simulations __Debate _x_Discussion _x_Inductive/Concept Formation _x_Questioning
_x_Direct Instruction/Lecture _x_Inquiry __Other (specify):

Multiple Intelligences:
__Verbal/Linguistic __Musical/Rhythmic _x_Interpersonal
__Logical/Mathematical _x_Intrapersonal __Bodily/Kinesthetic
__Naturalist __Visual/Spatial

Reflections/Notes:
Teacher: Ms. Kosowski Class: English 11 Period: 2 Date: 10/20/21

Lesson Title: Taking Useful Notes

Frame the Lesson: Essential Skill Set:

Often students struggle to fully engage with a reading and to participate in classroom activities Identify important events and characters and Fig.
because of either a lack of note taking or poor note taking. This lesson will show students good Language
note taking practices and how to use those notes to prepare them for in class discussions, Generate furthering questions
character analysis and unit projects. Annotations are clear and organized

Gather and Prepare:

In class we will discuss important parts of a story: characters, events, themes, figurative language, etc. I’ll also provide them with a handout that has a list of
note taking strategies.
● organize your ideas and information from the text
● keep focused and stay engaged while reading
● keep a record of what you read so you can more easily locate it in the future
● think critically about what you read while you read
● draw conclusions and identify main ideas of the text
● be prepared for class and build a foundation for lecture
● have solid materials to use to study for exams or prepare for assignments
Have questions! You aren’t expected to understand everything, but someone in the class might know. Questions help prep you for discussions or
something you might look forward to as you read. It’s good to wonder.

Teach:
Go through an example text with the classroom. Have them point out important aspects of the story and to give an explanation of why it should be
highlighted.

Give students a new text and have them begin annotating on their own. After about 10 minutes have them get into small groups and discuss what they found
and why they chose those parts.

This gives them time to use what they learned and to look deeper into their note taking.
Add to your notes if your group mates have more or something different.

Assess and Extend: Notes:

Note Outlines: This is an outline given to students that may struggle organizing their notes. It
often helps to have a physical resource where you can organize the information you found in the
text. (often used in history classrooms)
Journals: Students can use journals as a space to put their thoughts on paper.
Group Discussions: Talking about their notes and the book helps students to better grasp what’s
important and why.
Class Character Notes: Every few weeks the class will come together and analyse characters and
their relationships. This needs to be constantly evolving.
 Analysis Paper
Find examples of isolation in Jane Eyre. Analyse and reflect on how characters isolate themselves or what led to them being isolated from society and
whether it helps them. Explain in detail the events leading up to isolation and the effect of isolation, good or bad.
Check List:
- Notes
- Draft with peer feedback

WEEK 3
Monday Tuesday Wednesday Thursday Friday
Work on character list Discuss relationships Introduce Analysis paper Begin rough draft In class work time
Consolidate notes Reading
between characters and
HW: read ch 21-27 by Mond
authors use of isolation
Continue journalling
WEEK 4
Monday Tuesday Wednesday Thursday Friday
Peer review of rough draft Character analysis handout In class work time
“Maggie Meriwether’s Rich reading
Experience” by Jean
Stafford
HW: read 28- 38 by Mond

WEEK 5
Monday Tuesday Wednesday Thursday Friday
“Hands” by Sherwood Discuss ending of book Final Draft due
Anderson
 EdTPA Lesson Plan Template
(Template for each lesson in your 3-5 lesson “learning segment”)

Teacher: Ms. Kosowski Class: English 11 Period: Hour 1

Overarching Goals for the 3-5 Lesson Learning Segment

Central Focus of the entire 3-5 Lesson Learning Segment: Write an argumentative paper on which one character had the most effect on Jane’s
identity and provide textual evidence.

Language Function: Write an argumentative paper.

Vocabulary words students need to understand/use as they learn to “do” this language function (and any other academic work in
the learning segment): Evidence, Identity, Isolation, Ethos, Logos, Pathos, Claim, Conflict

ELA discourse or syntax students need to understand/use in order to “do” this language function (and any other academic work in
the learning segment): Constructing an argument, Writing speeches, Note taking, Explaining evidence, Transitions, Thesis statement,
Claims, Citations,

Lesson: Analysis of Characters and author choice Date: 10/27

Objectives and Demands for This Lesson

Standard(s) Addressed Today:

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.
11.5.3.3
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.
11.4.3.3
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).

Today’s Learning Target:

Students will be able to analyze characters and author choices. They will also be able to infer things about those characters and choices. Students
will be able to cite textual evidence to back up claims made about the text and author's intentensions.

Informal and Formal Assessments:

There will be a journal that is handed in where they can write down their thoughts and ideas. I will also observe work time where students are free
to collaborate and share their ideas with other students. In the end this lesson will culminate in a final draft of an argumentative paper.

Materials:
Journal, pencil, book, notes

Lesson Plan Details

Connection to prior lessons:

Students have spent time learning about themes and specifically the theme of isolation and its effect on identity. They have learned how to take
effective notes and how to use them. They have also begun to analyze characters, their relation to others, to make claims and how to cite textual
evidence to back up those claims. Now students will hone those skills and bring them together into one project.

Lesson Introduction - “At the Beginning”:

“Do you ever wonder why authors make curtain choices? Who likes Harry Potter?” I’d introduce the topic of author's intention by talking about
different choices that J.K. Rowling made and some she regretted. “People write for a reason. What could be a few of those reasons?” I have
students list examples of purpose. “To fulfill that purpose authors pick curtain words, use figurative language, create character arcs and use
themes. Understanding these will unlock the purpose and help you better understand the text.”

Learning Activities - “During”:

Students have their notes and journals that they’ve been adding to throughout the unit. This will be a tool they can refer back to throughout today's
lesson.
We will begin by creating a list of characters, keeping the most important.
What makes a character important? (students will give me key characteristics of why a character might be important.
Once we have our list we’ll begin filling in their characteristics (what they look like, how they act and what they want). I will help students along if
needed, but by now they should have a pretty good idea of these.
We will then dive deeper into word choice and how the author chose to create his characters to drive the story. (ex. relationships, conflicts, abuse)
I’ll break them into small groups or have them talk to someone near them so they can discuss why the author might make this decision.
This character list and analysis will be made available to students. It is also something we will add to throughout the unit.

Journal Entry: Have them begin making claims about characters' effects on Jane. Who made Jane?
This is the lengthiest part of the lesson plan—the procedures for everything that happens after you introduce the lesson and before you conclude it.

Closure - “At the End”:

“While you are finishing the rest of the book, start really looking at why did that character do that? Why is Jane saying or doing this? Nothing is
added by accident, everything the author talks about or adds has a purpose. Why does that painting matter? Why does this character come into
Janes’ life”
“Also, don’t be afraid to write down a question in your journals for the class. You might not know the significance of something, but we might be able
to figure it out together.”

Connection to future lessons:

My students will continue to build on this skill and fill out a class character analysis sheet. They will use these skills, their journals and notes to
ultimately write an argumentative paper and speech.
 Argumentative Speech

Throughout this unit we have discussed the social aspect of identity and how an author can use relationships or isolation as a means to
manipulate and drive a character's development. Using what you’ve learned about social norms, the theme of isolation and the relationship
between identity and isolation to help you with this project. Also use your character analysis list we’ve been building and your journals as a
resource. Now that you’re done reading Jane Eyre you will now write a persuasive speech on which character had the most influence over the
development of Jane’s identity throughout the book. Find textual evidence to back up your points. This is a persuasive speech so use Ethos,
Pathos and Logos. You also need to take into account who your audience is: who are they and why do they care? You will be presenting it to
your classmates. Your job is to convince your classmates that this person is why Jane Eyre is who she is. Your final product will be evaluated
using the checklist and rubric included below. I encourage you to refer back to this checklist and rubric throughout the construction of your
project to make sure you are on the right track.
Checklist:
- Notes from book and discussion
- Draft with peer feedback
WEEK 6
Monday Tuesday Wednesday Thursday Friday
Introduce argument project Minilesson: argument and Minilesson: Persuasive Create a rubric In class work time
Show examples speech Techniques

WEEK 7
Monday Tuesday Wednesday Thursday Friday
Rough draft due Watch video examples of speeches In Class work time Final draft due
Peer review time

WEEK 8
Monday Tuesday Wednesday Thursday Friday
Give speeches Give speeches Give speeches Give speeches End of lesson discussion
Teacher: Ms. Kosowski Class: English 11 Period: 2 Date: 11/7/21

Lesson Title: Argument and Speech

Frame the Lesson: Essential Skill Set:

Understanding of Ethos, Pathos and Logos
Persuasive Language
Speech Format

Gather and Prepare:

Presentation on Ethos, Pathos and Logos
Slides on types of persuasive language (alliteration, colloquial language, analogy, anecdotes, etc.)
Create handout that students can keep of all of these

Teach:

Assess and Extend: Notes:

Teacher: Ms. Kosowski Class: English 11 Period: 2 Date:11/8

Lesson Title: Persuasive Techniques

Frame the Lesson: Essential Skill Set:
We have been preparing to write and perform a persuasive speech; today, we will be looking at Analyze persuasive language
persuasive language. You will be learning what persuasive language is and how to identify the Identify contention
different parts of a persuasive piece. Identify tone
Identify persuasive techniques
Identify audience

Gather and Prepare:

Notes on contention, tone and persuasive techniques.
Practice article for students to annotate.
Pencil

Teach:
Introduce topic
Contention- point-of-view/ opinion
Audience
Tone- Feeling of the piece
- Logical: rational, reasonable
- Neutral: impartial, balanced, objective
- Informed: knowledgeable, well-read
- Passionate: emotional, emotive, ardent
- Witty: humorous, satirical, lighthearted
Persuasive Technique:

- Alliteration
- Appeals (common sense, compassion, fairness, family values, justice, nostalgia, patriotism, sympathy)
 - Analogy
- Anecdotes
- Colloquial Language
- Cliches
- Connotations
- Emotive Words ex. Agonizing
- Evidence
- Expert Opinion
- Hyperbole
- Inclusive Language ex. we
- Imagery
- Jargon
- Logic
- Metaphors
- Pun
- Repetition
- Rhetorical Questions
- Sarcasm
- Simile

Have students read the practice article and annotate it, finding all the pieces.

Go over it together and have them share what they found and explain their answers.

Assess and Extend: Notes:

Observe students during lecture time and during their individual work time.
Students annotations of the article.
For those who are ahead, they could practice writing a persuasive piece. (pick a topic and write
a few paragraphs using persuasive language and techniques)
 “Finding One’s Self in Aloneness”
A Unit on Identity in Isolation
English 11
Olivia Kosowski

Throughout this unit we have discussed the social aspect of identity and how an author can use relationships or isolation as a
means to manipulate and drive a character's development. Using what you’ve learned about social norms, the theme of isolation and
the relationship between identity and isolation to help you with this project. Also use your character analysis list we’ve been building
and your journals as a resource. Now that you’re done reading Jane Eyre you will now write a persuasive speech on which character
had the most influence over the development of Jane’s identity throughout the book. Find textual evidence to back up your points.
This is a persuasive speech so use Ethos, Pathos and Logos. You also need to take into account who your audience is: who are they
and why do they care? You will be presenting it to your classmates. Your job is to convince your classmates that this person is why
Jane Eyre is who she is. Your final product will be evaluated using the checklist and rubric included below. I encourage you to refer
back to this checklist and rubric throughout the construction of your project to make sure you are on the right track.

To construct your project, you’ll go through the following steps:

Journals- Use your previous journals as a jumping off point and continue the journals as a way to process your ideas. It will also
help show your progression throughout the project. Ask yourself, what is going well and what could be improved on?
Step One: Brainstorming- The first step is to look back on the readings and your notes. Come up with a few ideas of who has the
most effect on Jane and narrow it down to a couple of characters. Reflect on the elements of isolation and look at the motivations of
Jane. When do you think her personhood was solidified?
Step Two: Draft a Thesis- This is when you decide on who the most influential character is. Who created the Jane we know? Form
a thesis statement that clearly states who this character is and a few reasons why you chose them. This is your cornerstone; the
piece that holds it all together.
Step Three: Drafting a Persuasive Speech- Now that you’ve picked your character and written your thesis, you have to convince
the audience that this person created Jane. Find textual evidence and use what you’ve learned in the unit to help form your
argument. Remember who you're talking to (your fellow students) and don’t forget to write a good hook to bring them in. Also
remember to use ethos, pathos and logos to make your argument believable and to connect to your audience.
Step Four: Peer-Review- In pairs you will read each other’s speeches and give good feedback. Make suggestions of what they
could do better. Use the checklist and rubric to help guide you. This is your chance to talk directly to your audience.
Step Five: Revise- Using the feedback from your partner, revise your speech.
Step Six: Final Draft- Refer back to the rubric and checklist to make sure you’re including everything you need. Now that you’re
done revising, turn in a final copy, your rough draft and your journals.
Step Seven: Speech- Perform your persuasive speech in front of your class. The speech must be 5-8 minutes. Remember that tone
matters when giving a speech, you’re not just reading an informational pamphlet.

CHECKLIST- You must meet the following criteria in order for your final project to be evaluated.
___ Project has a clear thesis and argument.
___ Student consulted three or more resources to construct the final project.
___ Project is free of spelling errors and grammatical errors.
___ Student handed in a Final Draft.
___ Student handed in rough draft and journals.
___ Student participated in peer review activity.
___ Student presented a project to the class.

RUBRIC- Your speech will be evaluated using this rubric

1 2 3 4

Audience and Argument is mostly clear. Argument demonstrates a clear understanding of the
Purpose potential audience.

Tone The tone and style of the writing conveys a The tone and style of the writing conveys a clear message
message. that is appropriate for the assignment.

Organization Ideas are presented. Ideas are in an order that makes sense and each part is its
own share of the presentation.

Evidence The information provided in the speech is The speech uses information that is relevant, concrete, and
understandable and appropriate for the audience’s helps to support their thesis. The research draws on the
prior knowledge. This speech uses some audience's prior knowledge while also providing new
information from various sources. information. The speech uses this information to analyze
and reflect on their findings.