Digital Unit Plan Template

Unit Title: The Only and Only Unit Plan: The Sound and the Fury Name: 20th Century Discrimination in America
Content Area: English Literature Grade Level: 12, Advanced Placement
CA Content Standard(s)/Common Core Standard(s):

CSS.ELA-Reading.RI.11-12.1
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.

CSS.ELA-Reading.RI.11-12.3 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.

CSS.ELA-Reading.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.

CSS.ELA-Reading.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.

Big Ideas/Unit Goals:

Driving Question: How did 20th century discrimination affect the narration of time and self-perception?

 Big Ideas: Scholars will explore the main themes of the novel by answering the following essential questions:
 - How credible is the reliability of the human mind when depicting life events?
 - What kind of factors motivate individuals to keep living in the past?
 - How does this style of writing capture the concept of time at the beginning of the 20th century?

Unit Goals and Objectives:

Scholars will:

 assess the significance of time distortion by analyzing the world's intolerance of others.
 detect the ideologies behind 20th century language by juxtaposing the different types of narration.
 evaluate the novel's themes by doing a close-reading on the significance of imagery used to describe particular events.
Unit Summary:

Have you ever thought about all the freedom you have to express yourself on a daily basis? Have you ever questioned how life was before being granted this
privilege? It was not always this way. In the 20th century, there was a plethora of cruelties that stemmed out from an intolerance of others. It was a time
where almost every subject about identity was taboo. Differences were not accepted, but rather rejected. People had to suffer and die from social injustices.
Skin color, sexuality, gender roles and mental health were bashed upon, leading society on a chaotic path to self-destruction.

This unit in our class will give students a glimpse of how difficult life was in 20th century America through the reading of William Faulkner's The Sound and
the Fury. This book is quite difficult with its stream-of-consciousness narration, and will challenge students to pinpoint cruel events (such as racism,
torture, hate speech ect.) and interpret them by juxtaposing the word choice in each character's perspective. By acknowledging the importance of identity
and historical social issues, students will gain a new opinion of time and self-perception. Scholars will be required to work in groups and compare
intolerant behaviors of the past with events in the present, so that they may see the correlation and understand that these issues are still alive today. The
unit will bring up some sensitive subjects, but shall raise the need to communicate and collaborate to tackle global issues.

Subject Area: Literature, Writing

Grade: 12

Assessment Plan:
Entry-Level: Formative: Summative:

 Brainstorming survey –
What did it mean to be discriminated against at
the beginning of the 20th century?
 Quizlet – basics and historical context  Movie Trailer and Presentation
about Faulkner – interpretation for order of events
 World café presentation – three types of
discrimination  Comic book– Interpretation of character
 Webercise – The Compson family’s motivation and events
relationship
 Graphic Organizer – Anticipating and
Reacting to novel’s events

Lesson 1 (Teacher Lecture)

Student Learning Objective:
Students will attend the
lecture to gain knowledge
of what this unit is looking
for, and how to synthesize
the original text with the
time period.
Acceptable Evidence
(Assessments):
Students will have time to
discuss the questions, as
they are incredibly
important, learning about
the three types of
discrimination.
Lesson Activities:
Contextual Lesson:
Students will gain context about discrimination in 20th century America as they view videos
about the historical events occurring around the time the novel was written. Students will watch
videos and develop ideas regarding the importance of these events and how they will appear in
the novel.
Survey: Entry Level-
 Students will fill out survey with their own original answers before attending this lecture. It will
help them gain an idea of what it is that will be discussed in class. The survey asks general
questions about personal opinion regarding certain societal issues. Some of these issues are
rooted in the novel, foreshadowing what students must pay attention to as they begin their
reading for the unit.

Teacher Lecture:
Scholars will explore the importance of evidence when it comes to making a claim. Along with
watching the videos giving context, they will learn how to nit-pick appropriate bits of
information to utilize when backing up any argumentative claim. Afterwards, students will
analyze three quotes. Each quote fits under one specific type of discrimination, and students will
work together as a class to identify which is which.

Guided Notes:
The Teacher Lecture can be found here:
https://prezi.com/ce2co4ifktux/lesson-1-textual-evidence-in-american-discrimination/
Guided Notes worksheet can be found here:
http://exploringthetwentiethwithmendiola.weebly.com/lesson-1-teacher-lecture.html

Quizlet: Formative Level-

Students will have a digital homework assignment where they create their own quizlet cards
about William Faulkner and everything they have learned about him from the Teacher Lecture.
They must tie historical information from the presentation into the assignment, highlighting
how his motives as an author tie into the society he was living in.

Prepare for Summative Assessment:

Notify students that they will be getting into groups soon and dissect quotes, just as they did for
the Teacher Lecture. At lesson 1, begin to train them to perform close reads on certain quotes
that they struggle on so that interpretations can be developed despite the text’s difficulty.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective:
Scholars will be tested on Students will be assigned this webercise activity for homework and will be asked to work
Students will be able to how to follow specific individually. A couple of questions have an interactive component to it. Students will be told
critically think about the directions by finding the ahead of time so that they may prep for it, as it is time consuming. Answers will be found on the
Compson family’s answers to certain provided links. However, students must incorporate their own analysis about the matter after
relationship and assess questions using a limited explicitly stating their found answer.
how each interaction amount of resources. The
motivates the moments of test is to see how thorough
time distortion in the
novel.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Students will understand
and assess the difference
between their perception
of events before and after
the reading, highlight
critical thinking and
gradual analysis of what it
meant to live in the 20th
century.
and correct the answers
are despite being given the
sources.
Acceptable Evidence:
Scholars will document
their reaction to the events
in the novel as well as after
receiving context. Students
will assess how well they
understand the difference
between both
interpretation as they
compare and contrast the
significance of both modes,
thematizing them with the
text as a whole.
Questions will stem out from easy to moderate to difficult. Students must mention quotes from
the book for specific areas, highlight the California Standard regarding textual evidence. After
the assignment is turned in at home, students will come to class for the next portion of the
webercise section.
World Café Presentation : Formative Level-
This presentation will be given in class regarding the homework from the night before. Students
will get into tables of five and go around sharing their ideas and answers from the activity.
Students are welcome to digitally acquire answers from other students as well, as it is meant to
prepare them for the big summative assessment in the near future.
Students will contribute ideas in a debate-like style and decide on a group conclusion answering
the main question: What kind of relationship does the Compson family have?
Webercise worksheet found here:
http://exploringthetwentiethwithmendiola.weebly.com/lesson-2-webercise-ipad-lesson.html
Lesson Activities:
Students will log on to Creately and enter the class code to access their graphic organizer. The
organizer is an “Anticipation and Reaction Guide,” meaning that students will document both
required entities in their corresponding boxes. Students will choose and analyze three
documents on their choice.
In the anticipation section, students will document the events they remembered as best as they
can and provide a paragraph or two of analysis with it. Students must also make personal
connections to the text to show that they understand it on a level relating to real life. The
analysis does not have to be very in depth, since it is a very hard book to read.
Students will then skip on to the reaction section and begin working there. They will be able to
utilize three sources for better understanding: their tangible copy of the book, and two other
websites. Students will gather enough information from summaries to make conclusions on
what happened. Know that they will know exactly what occurred, the analysis must be more in
depth.
The section in the middle will serve as a Compare and Contrast between both sections. Scholars
will talk about how they felt before learning the real occurrences of the book and make personal
 connections. More analysis must be provided and must talk about how the event and diction
evokes feelings.

Sources must be cited.

Prepare for Summative:

Students will be able to choose from these events what it is that they will be filming in the
summative movie trailer. This will help them gather ideas so that they may have something in
mind when beginning to film.

“Characters.” Novel Summaries Analysis, www.novelexplorer.com/the-sound-and-the-

fury/characters-24/.

“Diagram Maker | Online Diagram Software.” Creately, creately.com/.

“The Sound and the Fury.” Structure of The Sound and the Fury,
www.cliffsnotes.com/literature/s/the-sound-and-the-fury/critical-essays/structure-of-the-
sound-and-the-fury.
Unit Resources:

Digital Unit Plan Site: http://exploringthetwentiethwithmendiola.weebly.com/

Survey Maker: https://www.surveymonkey.com

Graphic Organizer Maker: https://creately.com/

Rubric: http://rubistar.4teachers.org/index.php

Teacher Lecture: https://prezi.com/ce2co4ifktux/lesson-1-textual-evidence-in-american-discrimination/

Useful Websites:

Understanding Race - http://www.understandingrace.org/history/history_trans.html

Race – The Power of an Illusion – http://www.pbs.org/race/002_SortingPeople/002_01-sort.htm

Mental Health Quizzes - https://www.psycom.net/quizzes

Trailer Example – https://www.youtube.com/watch?v=tz5KA6IfCdE

Faulkner Biography – https://www.youtube.com/watch?v=xuQIZ7V9C7U

Women’s Roles – http://people.loyno.edu/~kchopin/new/women/motherhood.html

Storyboard – http://www.storyboardthat.com/

Stream of Consciousness – http://writingthroughlife.com/journaling-techniques-writing-on-the-stream-of-consciousness/

Quizlet – https://quizlet.com/62045227/the-sound-and-the-fury-character-list-flash-cards/

What is Modernism - https://faculty.unlv.edu/kirschen/handouts/modernism.html