UNIT PLAN
Subject Area:
Unit #:
Unit Name:
English III
3
American Transcendentalism
Big Idea/Theme:
Transcendentalism elevates man and nature to a spiritual level.
Culminating Assessment:
Create a musical soundtrack that illustrates the tenets of Transcendentalism.
Create a piece of writing using nature as an inspiration. Students will use
works from the literary period as a model.
Create a book with illustrations listing “Life Lessons” based on the
Transcendental philosophy.
Compare modern media messages to the ideas of Transcendentalism
through a PowerPoint, collage, or other product.
Unit Understanding(s)
Students will understand that…
Writers from this period were antimaterialistic.
Writers from this period intertwined
God, Nature, and Man.
Writers from this period focused on
the individual.
Unit Essential Question(s):
In what ways did writers from this
period demonstrate their antimaterialistic beliefs?
In what ways did writers from this
period demonstrate their belief that
God, Nature, and Man were
intertwined?
In what ways did writers from this
period focus on the individual?
Students will know… / Students will be able to…
Compare and contrast ideas within and across literary texts to make
inferences.
Evaluate the impact of point of view on literary texts.
Evaluate devices of figurative language.
Evaluate the relationship among character, plot, and theme in a given literary
text.
Analyze the effect of the of the author’s craft on the meaning of literary texts.
Create narratives such as personal essays that use descriptive language to
enhance voice and tone.
Create descriptions for use in other modes of written work such as expository
pieces.
Evaluate theses within and across informational texts.
Compare/contrast information within and across texts to draw conclusions
and make inferences.
Analyze informational texts for indicators of author’s bias such as word
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choice, the exclusion and inclusion of particular information, and unsupported
opinion.
Create responses to informational texts through a variety of methods such as
drawings, written works, oral presentations, and media productions.
Use prewriting techniques such as creating lists, having discussions, using
graphic organizers, using models, and using outlines to organize written
works.
Create narratives such as personal essays or narrative poems that use
descriptive language to enhance voice and tone.
Create descriptions for use in other modes of written work such as narratives
and expository pieces.
South Carolina Academic Standards:
E3-1.1 Compare/contrast ideas within and across literary texts to make
inferences.
E3-1.2 Evaluate the impact of point of view on literary texts.
E3-1.3 Evaluate devices of figurative language (including extended metaphor,
oxymoron, pun, and paradox).
E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a
given literary text.
E3-1.5 Analyze the effect of the author’s craft (including tone and the use of
imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the
meaning of literary texts.
E3-1.6 Create responses to literary texts through a variety of methods (for
example, written works, oral and auditory presentations, discussions, media
productions, and the visual and performing arts.)
E3-1.7 Evaluate an author’s use of genre to convey theme.
E3-1.8 Read independently for extended periods of time for pleasure.
E3-2.2 Compare/contrast information within and across texts to draw conclusions
and make inferences.
E3-2.3 Analyze informational texts for author bias (including word choice, the
exclusion and inclusion of particular information, and unsupported opinion.
E3-2.4 Create responses to informational texts through a variety of methods (for
example, drawings, written works, oral and auditory presentations, discussions,
and media productions.
E3-3.1 Use context clues to determine the meaning of technical terms and other
unfamiliar words.
E3-3.3 Explain how American history and culture have influenced the use and
development of the English language.
E3-4.1 Organize written works using prewriting techniques, discussions, graphic
organizers, models, and outlines.
E3-4.2 Use complete sentences in a variety of types (for example, simple,
compound, complex, and compound-complex.
E3-4.4 Use grammatical convections of written Standard American English to
clarify and enhance meaning including
Subject-verb agreement,
Pronoun-antecedent agreement,
Agreement of nouns and their modifiers,
Verb formation,
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Pronoun case,
Formation of comparative or superlative adjectives and adverbs, and
Idiomatic usage.
(See Instructional Appendix: Composite Writing Matrix.)
E3-4.5 Revise writing to improve clarity, tone, voice, content, and the
development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
E3-4.6 Edit written pieces for the correct mechanics and usage of written
Standards American English including
Internal and end of sentence punctuation,
Commas to indicate appositives,
Word placement to avoid ambiguity,
Appropriate coordination and subordination,
Relationship between and among clauses,
Placement of modifiers, and
Shifts in construction.
(See Instructional Appendix: Composite Writing Matrix.)
E3-5.2 Create narrative pieces (for example, personal essays, memoirs, or
narrative poems) that use figurative language and word choice to create tone and
mood.
E3-5.3 Create descriptive pieces (for example, personal essays, travel writing, or
restaurant reviews) that use sensory images and vivid word choice.
Interim Assessment (formative)
Classwork/Homework
Quizzes
Group observation
Journals
Vocabulary assignments
Essays
Thinking maps
Graphic organizers
K-W-L
Admit/Exit Slips
Key Criteria (to meet the standard/rubric)
State Writing Rubric
Vocabulary:
Transcendentalism
Aphorism
Apostrophe
Media Literacy
Paradox
3
Musical Soundtrack
4
3
2
1
Song Choice
(x4)
Writer uses vivid
songs that linger or
draw pictures in the
reader's mind of the
tenets of
Transcendentalism.
Writer uses vivid
songs that linger or
draw pictures in the
reader's mind, but
some music or lyrics
don't effectively
convey the tenets of
Transcendentalism.
Writer uses songs
that communicate
clearly, but do not
create vivid images
of the tenets of
Transcendentalism.
Writer uses songs
that do not
communicate
strongly or capture
the reader's interest.
The songs do not
convey the tenets of
Transcendentalism.
Explanations
(x4)
Author gives detailed
explanation of how
elements of the
music and/or lyrics
contribute to the
listener's
understanding of the
tenets of
Transcendentalism.
Author gives a fairly
detailed explanation
of how elements of
the music and/or
lyrics contribute to
the listener's
understanding of the
tenets of
Transcendentalism.
Author's explanation
of how the elements
of the music and/or
lyrics contribute to
the listener's
understanding of the
tenet of
Transcendentalism.
Author does not
connect the elements
of the music and/or
lyrics to the tenets of
Transcendentalism.
Assignment
Criteria (x3)
Musical selections
and/or lyrics
represent at least 3
tenets of
Transcendentalism.
All recordings and/or
lyrics are submitted
and correctly
referenced.
Musical selections or
lyrics represent only
2 tenets of
Transcendentalism.
All recordings and/or
lyrics may not be
submitted or may be
incorrectly
referenced.
Musical selections
and/or lyrics may
represent only one
tenets of
Transcendentalism.
Some recordings
and/or lyrics may be
missing or incorrectly
referenced.
Musical selections
and/or lyrics were not
submitted with the
assignment or were
not referenced.
Grammar &
Mechanics
(x4)
Sentences were well
constructed and
varied. No mistakes
in grammar, spelling,
or punctuation
distract from the
content.
Most sentences are
well constructed and
varied. One or two
mistakes in grammar,
spelling or
punctuation cause
minor distractions for
the reader.
Most sentences are
well constructed, but
there is little
sentence variety.
Three to four
mistakes in grammar,
spelling or
punctuation distract
the reader from the
content.
Most sentences are
not well constructed.
Author makes four or
more errors in
grammar, spelling, or
punctuation which
cause major
distractions for the
reader.
CATEGORY
4
Nature Inspiration Writing Assignment
Superior
Meets Standard
Needs Improvement
Demonstrate
Understanding of
Transcendentalism
Style Writing
Shows a deep
understanding of
Transcendentalism ideas
about nature by using
specific examples and
insightful ideas.
Shows an understanding
of Transcendentalism
ideas about nature that
are not incorrect, but
lacks deep insight.
Incorrectly models
Transcendentalism or lacks
sufficient detail to
demonstrate any
understanding of
Transcendentalism writing.
Use specific details
Uses quotes, and
detailed descriptions of
events, places, and
people. Also, describes
emotions involved in
situation.
Gives some details of
events, people, places,
and feelings involved.
Lacks detail.
Use advanced
sentence structure
Uses many complex,
compound, and some
simple sentences
effectively.
Uses a few compound
and complex sentences,
but still has many simple
sentences.
Uses only simple sentences.
Demonstrate
connections to
nature with literature
Uses multiple examples
from literary selections of
the Transcendentalism
period read in class or
out of class to create an
example of the writing
style.
Uses at least one
Uses no examples from
example from a piece of literature.
literature studied in class
or out of class to create
an example of the writing
style.
CATEGORY
5
Life Lessons Project
5: Excellent
3: Good
1: Poor
Life Lesson
The life lessons are
meaningful and
represent critical
thinking. There are 5
included, which exhibit
an ability to connect the
literature and its plot to
everyday life.
The life lessons are
thoughtful and make
connections to everyday
life. Slight evidence of
critical thinking.
There are less than 5 life
lessons and/or struggles
to make connections with
everyday life. Lessons
do not represent critical
thinking.
Explanation of Lesson
Each life lesson is
explained in complete
detail and discusses how
the lesson developed.
Shows critical thinking
throughout.
Each life lesson is
explained in detail and
does a good job of
discussing how the
lesson developed. There
is evidence of critical
thinking in the response.
The student does not
have a detailed
explanation and/or lacks
a thoughtful, coherent
discussion of how the
lesson appears.
Graphics
All graphics are related
to the topic and make it
easier to understand.
All graphics are related
to the topic and most
make it easier to
understand.
Several graphics do not
relate to the topic or do
not make it easier to
understand.
The student appears to
have taken some pride in
his/her work, but does
not fully show his/her
ability to develop a neat
and thoughtful project.
The student did not turn
in his or her project on
time and/or does not
show neatness or
thoughtfulness in the
project. There are
missing parts and is
sloppy.
CATEGORY
Neatness/Thoughtfulness The student has taken
pride in his/ her work and
exhibits a thoughtful,
detailed project that
follows directions, shows
creative thinking, and is
done with care.
6
PhotoStory Project
4
3
2
1
Content Accuracy
All facts in the
product accurately
reflect the time
period.
Most of the facts in
the product
accurately reflect the
time period.
Some of the facts in
the product
accurately reflect the
time period.
Few of the facts in
the product
accurately reflect the
time period.
Knowledge
Gained
Product
demonstrates a
deep understanding
of the effect of the
time period on the
events of the play.
Product
demonstrates a
clear understanding
of the effect of the
time period on the
events of the play.
Product
demonstrates a
partial
understanding of the
effect of the time
period on the events
of the play.
Product
demonstrates a
limited
understanding of the
effect of the time
period on the events
of the play.
Attractiveness &
Organization
The organization of
the product clearly
reflects the purpose
to entice students to
visit the time period.
The product is
reader friendly and
pleasing to the eye.
The organization of
the product mostly
reflects the purpose
to entice students to
visit the time period.
Most of the product
is reader friendly
and pleasing to the
eye.
The organization of
the product partially
reflects the purpose
to entice students to
visit the time period.
Some of the product
is reader friendly
and pleasing to the
eye.
The organization of
the product does not
reflect the purpose
to entice students to
visit the time period.
The product is not
reader friendly and
pleasing to the eye.
Graphics mostly
complement and
enhance the text.
Graphics partially
complement and
enhance the text.
Graphics do not
complement and
enhance the text.
CATEGORY
Graphics/Pictures Graphics clearly
complement and
enhance the text.
Sources
Accurate records
are documented on
student note taking
sheet in correct
format. At least
three sources are
used.
Mostly accurate
records are
documented on
student note taking
sheet in correct
format. At least
three sources are
used.
Partially accurate
records are
documented on
student note taking
sheet in correct
format. Less than
three sources are
used.
Inaccurate
documentation on
note taking sheet.
Insufficient sources
are used.
Writing Organization
Each section in the
product has a clear
beginning, middle,
and end.
Almost all sections
of the product have
a clear beginning,
middle and end.
Most sections of the
product have a clear
beginning, middle
and end.
Less than half of the
sections of the
product have a clear
beginning, middle
and end.
Spelling &
Proofreading
No spelling errors
remain after one
person other than
the typist reads and
corrects the product.
No more than 1
spelling error
remains after one
person other than
the typist reads and
corrects the product.
No more than 3
Several spelling
spelling errors
errors in the product.
remain after one
person other than
the typist reads and
corrects the product.
7
Creating A Product: Modern Media Messages and
Transcendentalism
CATEGORY
4
3
2
1
Required
Elements
The product includes
all required elements
as well as additional
information.
All required
elements are
included on the
product.
Most of the required
elements are
included on the
product.
Few of the required
elements are
included on the
product.
Content Accuracy
Many elements of
Transcendentalism
in the media
messages are
accurately displayed
as a part of the
product.
Most elements of
Transcendentalism
in the media
messages are
displayed as a part
of the product.
Some elements of
Transcendentalism
in the media
messages are
displayed on the
product.
Few or no elements
of
Transcendentalism
in the media
messages are
displayed on the
product.
Attractiveness
The product is
exceptionally
attractive in terms of
design, layout, and
neatness.
The product is
attractive in terms of
design, layout and
neatness.
The product is
acceptably attractive
though it may be a
bit messy.
The product is
distractingly messy
or very poorly
designed. It is not
attractive.
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