Tustin High School
Unit Planner
2014-2015
Grade/Course: English 2
Title of the Unit of Study: Unit 5 (Elements of Warfare and the Evil Within)
Unit Dates: March 19-May 1st
Unit Assessment Date: May 1st
Unit Assessment Data Due: May 14
st
ELA Shifts:
21 Century Themes
☒ Global Awareness
xRegular practice with complex texts and their academic
☒ Financial, Economic, Business and Entrepreneurial Literacy
language
☒ Civic Literacy
x☐ Reading and writing and speaking grounded in evidence from
☒ Health Literacy
texts both literary and informational
☒ Environmental Literacy
x☐ Building knowledge through content rich fiction
☒ Creativity and Innovation
☒ Critical Thinking and Problem Solving
☒ Communication and Collaboration
Essential Question(s):
 How does warfare change an individual?
Higher Order Thinking Questions:
How does warfare change an individual? (DOK 4)
What role does society play in warfare? (DOK 3)
How does combat psychologically affect its participants? (DOK 3)
What role does technology (or lack there of) play in war? (DOK 3)
How does a person’s background/past determine his/her actions and thoughts? (DOK 3)
Does society “make the man,” or does “man make society?” (DOK 2)
Is there a different set of morals during war? (DOK 3)
What is the “Freudian perspective?” To what extent was Freud “correct” in his perception of human beings? (DOK 2)
How do the protagonists/antagonists change over time throughout the course of the novel? (DOK 2)
How does an author incorporate literary devices, elements of time, tone, and symbolism to enhance his/her message? (DOK 3)
To what extent does the “mob mentality” guide a person’s action in conflict? (DOK 3)
How do authors address historical elements of warfare in their works? (WW1 and WW2) (DOK 2)
Unit Literacy/Informational Objectives: (Standards)
W.9.1-10.1 Write arguments to support claims in an analysis of substantive topics or texts,
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014
Unit Writing Objectives: Argumentative Prompt options:
Tustin High School
Unit Planner
2014-2015
using valid reasoning and relevant and sufficient evidence.
W.9.4-10.4*Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade specific expectations for writing
types are defined in standards 1–3 above.)
W.9.5-10.5*Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 9–10.)
W.9.6-10.6*Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
W.9.9-10.9*Draw evidence from literary or informational texts to support analysis, reflection,
RL.9.1-10.1*Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9.2-10.2*Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9.4-10.4*Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
RL 10.6 Analyze a POV or cultural experience reflected in a work of literature from outside the
U.S.
RL 10.7 Analyze the representation of a key subject in two different artistic mediums
RI.9.1-10.1*Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9.2-10.2*Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RI.9.4-10.4*Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific
word
SL.9.1-10.1*Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacher-led) with diverse partners on grades 9– 10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
1) Examine Lord of the Flies from a Freudian perspective. Argue
whether or not the book supports Sigmund Freud’s view of
mankind.
2. After reading chapter 8 in Lord of the Flies:
You are one of the characters on the island. The tribe has
recently split into two conflicting groups. Write a persuasive
letter to a member of the opposing tribe that convinces him to
abandon his tribe and join yours. Use elements or argumentation
to construct your argument and defeat the counter.
3. DBQ Writing: What was the main cause of WWI?
(argumentative)
Concepts and Skills:
*Students will compose an argumentative essay with specific, textual evidence.
*Students will annotate fiction and non-fiction with a specific lens of perspective
*Students will gain knowledge on elements of warfare and how it changes man/society
*Students will continue to build an academic vocabulary
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014
Tustin High School
Unit Planner
2014-2015
Genre Study:
Fiction, non-fiction, poetry, music, art
Textbook Resources: (options)
Lord of the Flies, All Quiet on the Western Front; A Mystery of Heroism (Crane); Soldier’s Home (Hemingway)
Technology Resources/Links: (and other supplemental materials)
Simpsons clip: Das Bus
http://www.iep.utm.edu/freud/#H3 (non-fiction)
1. Devils and Dust by Bruce Springsteen (Music)
2. The Second Coming by William Butler Yeats (Poetry)
3. On War by James Boswell (Non-fiction text)
4. Guernica by Pablo Picasso (Art)
An Irish Airman foresees his Death by W.B. Yeats (poem)
6. Excerpt from The Hollow Men by T.S. Elliot (poem)
7. Songs of WWI
5.
8.
9.
http://www.worldwar1.com/posters.htm (propaganda posters of WWI by country)
http://www.ted.com/talks/pw_singer_on_robots_of_war?language=en (TED Talk Drone Warfare)
Academic Vocabulary:
Post-traumatic Stress
Crestfallen
Impervious
Opaque
Valiant
Id
Ego
SuperEgo
Gesticulated
Officious
Improvisation
Incantation
Myopia
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014
Content Specific Vocabulary:
Counter Argument
Elements of Rhetoric (Ethos, pathos,
logos)
insubordination
satchel
forlorn
surreptitiously
listless
ludicrous
melancholy
solace
parapet
Sentence Frames:
•• The issue of ______ can be viewed
from several different perspectives.
•• Although some argue for ________,
others argue for _______. In my view…
___ & ___ are similar in several ways.
Both ___ & __ have similar __. Finally,
both ___ & ___. However, ___ & ___ are
different in several ways. First, ___,while
__. Secondly,___, but ___. In addition
while ___, __. Finally, __, while __
____ has several specific characteristics.
One characteristic is ____. Another key
Tustin High School
Unit Planner
2014-2015
Point of View
interpret
relate
motivation
rationale
dialectical
propaganda
imagery
company (military)
mustard gas; chlorine gas
rations
trench warfare
foxhole
comrades
barrage
characteristic is the ____, which
influences how ___. Another important
trait is ___. This is important because
____.
Literacy Skills:
Developing an argument/counter argument, close-text analysis, synthesizing information from varying genres
End of Unit Assessment:

End of Unit Assessments:
1)Dialectical journal that displays close-text analysis on targeted topics ( causes of war, symbolism, new vocabulary, character development, Freudian
perspective, theme)
2)Argumentative Essay (rubric data will be entered in Illuminate)
3) Group Collaboration technology Project
Other Assessments:
1)Reading Quizzes
2) Socratic Seminars/Discussions
Illuminate Assessment:
☐ Multiple choice, single correct response (radio buttons, highlight)
☐ Multiple choice, multiple correct responses (checkboxes, highlight)
☐ Matching Tables (T/F, Yes/No)
☐ Short Text
☐ Drag and Drop
☐ Hot Sport (select targeted areas in the response area)
☐ Table Fill in
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014
Tustin High School
Unit Planner
2014-2015
☐ Equation/numeric
Performance Task:
Choose 1:
POWTOON! projects- your voice in the war
1.
The Soundtrack
Make a 5-8 song CD. For each song or musical piece, write out the lyrics or describe the music. Then write out an in-depth analysis that explains its connection to
the novel (why you chose to include it on the CD). Use text-based evidence such as quotations, symbols, themes, and situations to explain your choices. Create a
case cover for the CD. Be artistic and neat! It should look like something you bought at the store.
2. Newspaper
Create a newspaper that describes the major events of the novel. Your newspaper must include at least four of the following elements: a news story, a review, an
editorial, a feature story, a commentary, a cartoon, and/or a crossword (from our vocabulary). All must be somehow linked into the novel and created by you. Use
quotes from the books for your interviews and feel free to embellish where necessary as long as everything is in keeping with the novel.
3. Graphic Novel/Comic Book
Recreate at least five of the most significance parts of the novel in a graphic novel or comic book format. The quality of your project will be determined by the
extent to which your scenes portray the entirety of the novel, the quality and effort of the artwork, and an introduction that explains what you tried to capture
and why. Use quotes from the text as your narration and dialogue but feel free to alter anything as needed as long as the ideas are unchanged.
4. Board Game
Use text-based evidence to create a game! This project is to show your knowledge of the novel and to test others on their knowledge and help them learn more in
an innovative way. While you may have some superficial (fact-based) questions, the majority of them should explore deeper levels of analysis of the novel
(symbols, themes, issues, etc.). You may model your game on an existing one or create your own. Write a brief (one-page) explanation of why you created the
game the way you did.
5. Write a Eulogy
You were a friend of one of the boys who died. His parents have asked you to participate in a memorial service for your lost friend. Prepare a eulogy that you will
deliver at the service. Be sure to include qualities of the character and recall times that you spent together. Feel free to embellish in keeping with that character.
The eulogy should be at least two to three pages in length.
6. Take Part in a Trial
You are a member of a hung jury trying the boy responsible for one of the boys’ deaths (you choose which of the two characters who died is the victim for this
trial). All of the jury members accept the factual material provided by eyewitnesses. What influences were affecting the murderers? What were their motivations?
What were their psychological states? Prepare a speech to give your fellow jurors to persuade them to take your side on where you stand concerning the levels of
guilt and the punishments of the accused.
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014
Tustin High School
Unit Planner
2014-2015
7. Create Original Artwork
Draw or paint at least three significant scenes in the novel. (If you are making something larger, let me know and I will allow you to do fewer scenes.) Your work
must accurately reflect details, symbols, and themes from the novel. Write an explanation (one to two pages) of what you did in the piece and why.
8. Write a Blog/Journal
Imagine one of the characters has a laptop with a magically infinite battery life (but no internet connection). He writes a blog recording the events on the island
and his feelings, hoping that he will be able to publish it online once he is rescued. You can choose any character and the entries must cover the scope of the
novel. (If you choose a character who dies, find a way to provide some brief information about his death and what happens later in the novel.)
Adapted from OCDE Integrated Unit of Study
Revised August 9, 2014