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Introduction for Unit Plan: Alienation in Our Society


This unit plan centers on the theme of alienation and is intended for an 11th grade English
classroom. The unit will not only cover the theme of alienation but also have the students
examine more specific topics, such as gender and individuality, and get them to see the possible
connections between the two. While its true that alienation can often be a morose theme to
study, its nonetheless important to explore because, unfortunately, many adolescents, and people
in general, regardless of their gender or socioeconomic status, can potentially feel alienated from
their family, friends, or society. As stated in an article written about alienation, Alienation is
common among adolescents. Teenagers may distrust adults or the values they were raised with
Teens can even feel isolated from their own identity (Barclay & Moncivaiz 2013). Thus, its
essential that students become aware of alienation, and how it can be a result of several factors,
not just one. Furthermore, according to the CDC, Suicide is a serious public health problem
that effects even young people. For youth between the ages of 10 to 24, suicide is the third
leading cause of death (Youth Suicide 2014). Therefore, if students are informed about the
perils of alienation, then theres less of a chance that any form of alienation that may occur in
their life will culminate in a negative outcome (i.e. isolation, suicide).
Overall, this unit will be a total of three weeks, with the first two weeks being heavily
reading and discussion based to get the students to think critically about the topics and ideas that
are discussed in class. For example, the students will first be asked to identify what a theme is,
followed by examining alienation and then gender, individuality, and coming of age in the
subsequent days. Each topic, excluding theme, will be given two days to study. The third and
final week will be focused on having the students work and complete their final projects, where
they examine a novel or film (a list of choices will be provided) and present in front of the class

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based on how it explores the theme of alienation. Now, to prepare the students and analyze the
main theme of alienation and other topics, students will read Jeffrey Eugenides The Virgin
Suicides. Eugenides novel is an important text because it primarily deals with alienation, and the
issues mentioned in the aforementioned paragraph, such as distrusting ones parents, too. It also
demonstrates how a characters gender and individuality play a significant role in their
development and how they see themselves, as well as exploring the concept of coming of age
through the unnamed narrator.
To assess that the students have understood the concepts and mastered the skills, they will
complete assignments based on the particular topic (i.e. individuality) and participate in both
group and class discussions, along with completing the final project mentioned in the above
paragraph. While exploring each topic, students will be asked to complete a specific assignment,
thus ensuring that they understand what is being discussed in class and how this particular topic
(i.e. gender) functions in our society. These particular assignments, such as finding an article, or
any form of media, that deals with gender, will engage the students diverse backgrounds because
it allows them to choose how they wish to express themselves and what they think about the
topic. Therefore, the standards that will be taught are mostly speaking and listening, such as:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building others
ideas and expressing their own clearly and persuasively (11-12.SL.1). Reading standards will
also be addressed in this unit: 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 (11-12.RL.1).

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Lastly, students will be given two days during the third week to work on and finish their
final presentation, with the last three days of the units being dedicated to the students
presentations. Not only will these assignments and project engage the students diverse
backgrounds, it will also appropriate for their grade level. As 11th graders, they should start to
think critically about their identity and the society they live in, and having them discuss in class
and complete assignments that focus on these topics will accomplish this goal, as well preparing
them for their senior year and beyond. As Jane Kroger states in his article Adolescence and the
Problem of Identity, adolescence does seem to be a time when one is confronted with the
task of self-definition (1). By giving the students the opportunity to explore their identity
through alienation, it will help them see what society expects and how to deal with these serious
issues that invariably affect everyones life in one way or another.

Context: 11th grade English classroom. This unit is designed to promote understanding of the
theme of alienation and its presence in our society through different outlets (i.e. gender,
domestic, cultural).
Day/ Lesson
Topic(s)

Lesson

Standards

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Day 1:
What is a
theme?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: What is a theme?

(11-12. SL. 4)

Group Discussion: Students will get into groups of 4 and discuss what they wrote, as
well as how they personally identify a theme in the literature.
Mini-Lesson: Tracking a theme (use Prezi or other virtual software).
Class Discussion: Make sure students understand what a theme is and how to track a
theme by asking the teacher questions.
Assign text The Virgin Suicides
Start reading The Virgin Suicides and discuss first impression(s), idea(s) for theme.
Homework:
Day 2:
Can there be
more than one
major theme
in a text?

Read up to page 14 in The Virgin Suicides if not finished.


Activities:
Daily quick write in reading journal: What theme did you identify while reading the
text? What are your initial impressions of the novel?

(11-12.SL.1)
(11-12.SL.4)
(11-12.RL.1)

Group Discussion: Students will get into groups of 4 and discuss what they wrote.
Then, each group will select a representative to share answer(s) with the rest of class.
Mini-Lesson: Introduce the author, Jeffrey Eugenides, and the context of the novel
(use Prezi or other virtual software).
Read select passages in class (pgs. 14, 19)
Class Discussion: What do these passages reveal about the youngest daughter,
Cecilia? Are multiple themes being explored?
Homework:

Day 3:
What is
alienation?

Read up to page 32 in The Virgin Suicides and select a quote that stands out.
Activities:
Daily quick write in reading journal: Write about the quote you chose and why.
Assign final project and prepare students for independent reading or watching
of film for the project.
Mini-Lesson: What makes an effective presentation (use Prezi or other virtual

(11-12.SL.1)

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software)?
Class Discussion: What is alienation? Who gets alienated? Who alienates? Other
words for alienation (i.e. isolation)? Are they the same thing?
Clip from the film adaptation of The Virgin Suicides that portrays alienation. How is
alienation portrayed? Compare/contrast to novel.
Homework:
Day 4:

Read pages 32-48 in The Virgin Suicides and think about Cecilia and alienation
Activities:

Are there
Daily quick write in reading journal: When you hear the word gender, what do you
different types think of?
of alienation?
Group Discussion: Students will be put into groups of 4 and discuss what they wrote.
What role
Then, each group will have a representative that will share answer(s).
does gender
play in the
Class Discussion: How does Cecilias gender ultimately affect her character or status
novel?
in the novel? What do we make of her parents reaction to her first suicide attempt
and how they treated her after?

(11-12.SL.1)
(11-12.W.4)
(11-12.RL.7)

In Class: Students will write about a time when they felt alienated from others
because of their gender (must be appropriate and can be written in prose or any form
of poetry). Ticket out the door for evaluation. *This homework assignment is adapted
from a gender exercise by Stephanie Goodwin.
Assign homework.
Homework:
Students will find a magazine/article that focuses on gender. It can either perpetuate
gender norms or go against them.
Day 5:
What role
does gender
play in our
society and
how can it
alienate
people?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: What did your article focus on in regards to
gender?

(11-12.SL.4)

Group Discussion: Students will get into groups and discuss their articles.
Class Discussion: How does our gender affect our role in society? What do the
articles youve chosen tell us about gender and how its perceived in our society?
In Class: Show advertisements that display gender. Are these advertisements

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enforcing gender stereotypes or going against them? How so?
Homework:
Read pages 48-87 in The Virgin Suicides
Day 6:
What is
individuality?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: What does the word individuality mean to you?

(11-12.SL.4)

Group Discussion: Students will get into groups of 4 and discuss what they wrote.
Then, each group will select a representative to share answer(s).

(11-12.RL.1)

Class Discussion: What character in the novel tries the hardest to achieve some
individuality? Do we respect the character for it? How does this affect their relations
with others? Talk about specific examples.
Class Discussion: Students will come up with a list of topics that dont conform to
the norms of society (i.e. smoking). Students will be then placed into groups and
assigned a specific topic. *This lesson is adapted from Robert Peregoodoffs lesson
when he teachers individuality.
Homework:
Read pages 87-115 in The Virgin Suicides
Day 7:
Can we truly
be an
individual and
function how
society wants
us to; or does
individuality
ultimately
alienate us?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: What is your reaction to the character Lux or
her search for individuality?

(11-12.SL.4)

Group Discussion: Students will get into groups of 4 and discuss with each other
what they wrote.
Each group will then present their topic that was chosen last class and discuss how it
fits into the context of individuality, preparing them for their final project.
Show a clip from the film ParaNorman that deals with individuality and discuss how
individuality is portrayed. Is it positive or negative? What are the results?
Homework:
Read pages 115-141 in The Virgin Suicides

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Day 8:
What is
Coming of
Age?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: Are you familiar with the concept of coming of
age? Why or why not?

(11-12.RL.1)

Group Discussion: Students will discuss coming of age and share their thoughts
and/or ideas. Then, students will select a representative to share answer(s).
Class Discussion: How does the concept of coming of age function in The Virgin
Suicides? Whos telling the story? What events do you think shape this person?
Show clip from the film Ghost World and how it pertains to the concept of coming of
age. How does it do this? Whats similar to the novel were reading? Whats
different?
Homework:
Read pages 141-171 in The Virgin Suicides
Day 9:
What does it
mean to
grow-up and
be an adult,
and if dont
grow-up,
does this
alienate us?

Activities:

(11-12.SL.1)

Daily quick write in reading journal: What do you make of the narrator reflecting on
his past?

(11-12.SL.4)
(11-12.RL.1)

Class Discussion: When does one truly grow up and become an adult? Has this
narrator accomplished that? Do you think he hasnt because of his fixation on the five
Lisbon daughters? Has his obsession alienated him from having a normal adult
existence?
Watch film clip of The Virgin Suicide as it relates to the narrator? Is there a difference
between the ways the stories are being told?
Read passages from The Virgin Suicides (pages 173 -176) and discuss
Homework:
Read pages 177-200 in The Virgin Suicides
Students will be asked to represent their own coming of age. This can be in any
format (i.e. drawings, Prezi, etc.). *This assignment has been adapted from a unit
plan based on coming of age by Scott Porter and Horacek.

Day 10:
Coming of
Age

Activities:
In order to prepare students for their final presentation, students will be asked to
present their homework that was assigned last class.

(11-12.SL.4)

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continued
If theres time: Any questions regarding the final unit project or the novel will be
discussed.
Pass around a signup sheet for student/teacher conferences regarding their final
projects. Make sure they know what theyre doing and are on task
Homework:
Finish The Virgin Suicides
Day 11:
Students will be given time the class period to work on their presentation. This
includes asking the teacher and fellow peers for help, along with conducting any
Workshop day research needed for their presentation.
Day 12:
See above.
Workshop day
(continued)
Day 13:
Activities:
Final
presentations
Day 14:

(11-12.SL.2)

(11-12.SL.2)

(11-12.SL.5)

Students will have 8-10 minutes present the novel of their choice and how it reflects
a component of alienation.

(11-12.SL.6)

See above.

(11-12.SL.5)

Final
presentations
(continued)
Day 15:

(11-12.SL.6)
Finish presentations and END of the UNIT!

Final
presentations
(continued)

(11-12.SL.6)

Lesson Day 1: Theme


Essential question:
What is a theme?
Standard(s):

(11-12.SL.5)

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11-12.SL.1 & 11-12.SL.4
Objective:
Students will able to explain what a theme is by writing their own thoughts in their reading
journals and discussing their answers in a group of 4.
Materials:
The Virgin Suicides
Notebook and pencil to complete the daily quick write.
Prezi or PowerPoint to teach mini-lesson on tracking a theme.
Activities:
Daily quick writ that focuses on what a theme is (5 min.).
Have a group discussion on theme and how to identity a theme while reading (10 min.).
Mini-lesson: Tracking a theme (10 min.).
Class discussion to make sure students understand what a theme is (5 min.).
Assign The Virgin Suicides, start reading, and discuss initial impressions, etc. (20 min.).
Assessment:
No assessment for this day.

Lesson - Day 4: Gender


Essential Question:
Are there different types of alienation? What role does gender play in the novel?
Standard(s):

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11-12.SL.1 & 11-12.W.4 & 11-12.RL.7
Objective:
Students will able to examine gender by writing about an experience where their gender was the
cause of their alienation.
Materials:
The Virgin Suicides
Notebook and pencil to complete the daily quick write and gender writing assignment
Activities:
Daily quick write on the students thought of gender and what it means (5 min.).
Group discussion based on what they wrote about gender (10 min.).
Have a class discussion on Cecelia and how her gender affects her status in her family and peers
(15 min.).
Students will write about gender (15 min.).
Assign and explain homework where students select a piece of media and how it pertains to
gender (5 min.).
Assessment:
A check for completion of their writing in class will be their assignment.

Standards Used
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively. (11-12.SL.1)

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Integrate multiple sources of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data (1112.SL.2)

Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks. (11-12.SL.4)

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest. (11-12.SL.5)

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (11-12.SL.6)

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. (11-12.RL.1)

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Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a
play or recorded novel or poetry); evaluating how each version interprets the source text. (1112.RL.7)

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (11-12.W.4)

Final Assessment:
Over the past two weeks, we, as a class, have taken an in-depth look at the theme of
alienation by tracking it and other sub-topics such as gender and individuality by reading and
analyzing Jeffrey Eugenides The Virgin Suicides. For your final project of this unit, you will

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select one of the choices provided below and utilize the reading and speaking skills weve
covered in this unit to analyze the work through the theme of alienation. To complete the project,
you will create a visual representation online that showcases how the theme of alienation is
represented in the novel or film of your choice (you may also check with me if you wish to pick
your own novel/film for approval). This means that you can use such software as Prezi or
PowerPoint, as well as create a blog (i.e. Weebly), or any other type of visual representation that
you can digitally present to the class; the more interactive the better! Please, make sure that your
work is well organized and professional so that your fellow students can easily follow along. Any
questions, do not hesitate to ask. Your choices are as follows:
o
o
o
o
o
o
o
o
o
o
o

Ghost World (graphic novel/film) by Daniel Clowes, directed by Terry Zwigoff


Aristotle and Dante Discover the Secrets of the Universe (novel) by Benjamin Alire Senz
Luna (novel) by Julie Anne Peters
Catcher in the Rye (novel) by J.D Salinger
Cruel Beauty (novel) by Rosamund Hodge
The Witch of Blackbird Pond (novel) Elizabeth George Speare
Frozen (film) directed by Chris Buck and Jennifer Lee
Harold and Maude (film) directed by Hal Ashby
The Breakfast Club (film) directed by John Hughes
SubUrbia (film) directed by Richard Linklater
Let the Right One In (film) directed by Tomas Alfredson

Analyzing Alienation in a Work of Art

Teacher Name: Mr. Coia


Student Name:

CATEGORY

________________________________________

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Description

Makes a complete and


detailed description of the
subject matter and/or
elements seen in a work.

Makes a detailed
description of most of the
subject matter and/or
elements seen in a work.

Makes a detailed
description of some of the
subject matter and/or
elements seen in a work.

Descriptions are not


detailed or complete.

Analysis

Accurately describes
several dominant elements
or principles used by the
artist and accurately relates
how they are used by the
artist to reinforce the theme,
meaning, mood, or feeling
of the artwork.

Accurately describes a
couple of dominant
elements and principles
used by the artist and
accurately relates how
these are used by the artist
to reinforce the theme,
meaning, mood, or feeling
of the artwork.

Describes some dominant


elements and principles
used by the artist, but has
difficulty describing how
these relate to the meaning
or feeling of the artwork.

Has trouble picking out the


dominant elements.

Professionalism

Work is on topic throughout


the presentation and
presented in a professional
manner (i.e. no grammatical
errors or irrelevant
information).

Work is mostly on topic


throughout the presentation
and mostly presented in a
professional manner (i.e. a
couple of grammatical
errors and some irrelevant
information).

Work is somewhat on topic


throughout the presentation
and somewhat presented in
a professional manner (i.e.
a several grammatical
errors and irrelevant
information).

Work is not on topic


throughout the presentation
and not at all presented in a
professional manner (i.e.
many grammatical errors
and mostly irrelevant
information).

Time

Presentation is presented
with the allotted time (8-10
min.).

Presentation is either a
minute over or under the
allotted time (8-10min.).

Presentation is either two


minutes over or under the
allotted time (8-10 min.).

Presentation is either three


minutes (or more) over or
under the allotted time (8-10
min.).

References
Barclay, Rachel, and Aaron Moncivaiz. Alienation. HealthLine. N.p. 2 Dec. 2013. Web. 3 Dec.
2014

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The Breakfast Club. Dir. John Hughes. Perf. Emilio Estevez, Paul Gleason, Anthony Michael
Hall, Jud Nelson, Molly Ringwald, and Ally Sheedy. Universal Pictures, 1985. Film.
Clowes, Daniel. Ghost World. Seattle, WA: Fantagraphics, 1997. Print.
Eugenides. Jeffrey.The Virgin Suicides. New York: Farrar Straus Giroux, 1993. Print.
Frozen. Dir. Chris Buck and Jennifer Lee. Perf. Kristen Bell, Idina Menzel, and Josh Gad. Walt
Disney Studio Motion Pictures, 2013. Film.
Ghost World. Dir. Terry Zwigoff. Perf. Thora Birch, Scarlett Johansson, and Steve Buscemi.
United Artists, 2001. Film.
Goodwin, Stephanie. Gender Activities and Exercises. N.p., n.d. Web. 3 Dec. 2014.
Harold and Maude. Dir. Hal Ashby. Perf. Ruth Gordon and Bud Cort. Paramount Pictures, 1971.
Film.
Hodge, Rosamund. Cruel Beauty. New York, NY: Balzer + Bray, 2014. Print
Kroger, Jane. Adolescents and the Problem of Identity. (n.d.): 1-13.Web. 3 Dec. 2014.
Let the Right One In. Dir. Tomas Alfredson. Perf. Kare Hedebrant and Lina Leandersson. Magnet
Releasing, 2008. DVD.
ParaNorman. Dir. Sam Fell and Chirs Butler. Perf. Kodi-Smit-McPhee, Anna Kendrick, and
Casey Affleck. Universal Pictures, 2012. Film.
Peregoodoff, Robert. Individuality vs. Conformity Lesson. N.p., n.d. Web. 3 Dec. 2014.
Peters, Julie Anne. Luna. New York: Little, Brown and Company, 2004. Print
Porter, Scott, and Don Horacek. Coming of Age A Thematic Unit. N.p., n.d. Web. 3 Dec.
2014.
Senz, Benjamin Alire. Aristotle and Dante Discover the Secrets of the Universe. New York:
Simon and Schuster Books for Young Readers, 2012. Print.

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Salinger, J.D. The Catcher in the Rye. New York: Little, Brown and Company, 1952. Print.
Speare, Elizabeth George. The Witch of Blackbird Pond. Boston, MA: Houghton Mifflin, 1958.
Print.
SubUrbia. Dir. Richard Linklater. Perf. Giovanni Ribisi, Steve Zahn, and Nicky Katt. Sony
Pictures Classics, 1997. Film.
The Virgin Suicides. Dir. Sofia Coppola. Perf. James Woods, Kirsten Dunst, Kathleen Turner, and
Josh Hartnett. Paramount Classics, 1999. Film.
Youth Suicide. Suicide Prevention. Centers for Disease Control and Prevention, n.d. Web. 3
Dec. 2014

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