When The Faulkner Am I

RUNNING HEADER: When the Faulkner Am I?
Unit Plan 1
When the Faulkner Am I? Unit Plan
Amelia Zahoor
Florida State University

Purpose/Rationale
This lesson focuses on taking a character from a canonical text from earlier in the year,
transposing them in another time period, and talking about how they would react to different key
world events during a decade of their choosing. This lesson ties in directly with a history class,
and though the character doesnt necessarily have to be transported to the United States, I am
intending for this lesson to take place in the eleventh grade, after students have taken American
History. This lesson will not only be a good recap for the entire school year in multiple subjects,
but it will also give them a chance to work on unique writing skills which will come in handy as
they prepare to write college entrance essays. This lesson is aimed for a standard eleventh grade
English classroom at the end of the year, although it can be easily modified for a remedial or a
gifted classroom.
Common Core State Standards
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
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.)
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
When The Faulker Am I? Unit Plan 2
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
ISTE Standards
Facilitate and inspire student learning and creativity: Teachers use their knowledge of
subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual
environments.
o Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes
Design and develop digital age learning experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop
the knowledge, skills, and attitudes identified in the StandardsS.
o Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
progress
Model digital age work and learning: Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society
o Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and learning
NCTE Standards
Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
experience.
experience.
experience.
experience.
experience.
Resources
1. https://bubbl.us This website allows students to create a brainstorm web online,
connecting attachments and hyperlinks.
2. https://history1900s.about.com/od/famouscrimesscandals/u/timelines.htm A website
which breaks down important historical events in the 1900s by decade.
3. www.weebly.com A website which allows students to make their own webpages (blogs)
for free.
4. https://twitter.com A website that allows students to set up a free microblogging account
for their assigned character.
5. www.screencast-o-matic.com A website that allows you to record what youre doing on
your laptop and do a voice commentary on top of that.
6. www.readwritethink.org/files/resources/interactives/timeline_2/ An online resource to
help students make an interactive timeline.
Objectives
Students will be able to:
List ten key historical events in a decade of their choosing
Defend a characters opinions and reactions to hypothetical situations
Organize character traits into a reasonable reaction based on literary evidence
Infer writing styles and reactions of characters based on literary and historical evidence
Set up and use a twitter account, interactive timeline, webpage/blog or video commentary
on the internet
Relate their decisions to those of other students
Materials
Journals
Pens and Pencils
List of characters
Project Requirements handout
Character Web Rubric
Character Reactions Rubric
Final Presentation Rubric
Projector
Laptop
Example Character Web
Example Character Reaction
Computer Lab
Example Final Project
Computer Paper
Markers
Anticipatory Set
The students will in essence be preparing for this assignment starting from day one of the school
year, as they will need specific information they learned in the beginning of the year to apply to
this assignment specifically the characters from the novels. However, the teacher can show the
students this twitter page for Darth Vader in order to get them in the mindset of writing from a
characters point of view.
Teaching Strategy/Procedure/Activity
Day 1: 55 Minutes
Time Teacher Will Students Will
5 minutes Teacher will take roll and
assign each student to a
character before explaining
the project, so as to build
intrigue.
Students will come in the
classroom, get out their
journals, and write down the
character and number that they
are assigned for the upcoming
project.
15 minutes The teacher will explain the
project. The students are going
to be taking the character that
they were just assigned from
one of the books read earlier
in the year and transport that
character into a different time
period. The students will pick
a decade, and they will write
from the characters point of
view and react to different key
events in the decade that they
chose. There will be three
parts to the assignment: a
character map, ten character
reactions, and then some sort
of multimedia project to tie it
all together in the end.
The students will take notes
on anything the teacher is
saying and ask questions about
the project. They will also
pick up a handout that the
teacher will have set aside that
is just a visual reference to
anything the teacher is saying.
The questions the students
should be asking should be
general, applying to the whole
class, and also about the
project in general instead of a
specific assignment in the
project, as the different parts
will get their own detailed
explanations.
15 minutes The teacher will show an The students will continue to
example of a character web
and discuss that the web
should have at least ten
branches discussing different
character traits. For any
inferences they are making
with the character, they have
to have quotations as evidence
explaining why they have
made that deduction. The
students may make their web
either online or on paper, but
either way, a hard copy of the
web will be due at the end of
class the next day.
take notes in their journal
about the project, potential
creating their own copy of the
example web in their journals
because unlike the project
instructions, they will not get
their own copy. It is during
this time that students should
ask about the specifics of this
first assignment. Students
should also know that they are
not going to the computer lab
for this portion of the
assignment, so if they want to
do their web via the internet,
they will need to bring in their
personal laptops or tablets to
work on.
5 Minutes The teacher should give
example websites that the
students can use if they choose
to do their project online (#1
of the resources is the
suggested web designer)
The students should take down
the address to the online web
maker if they intend on doing
their character web online and
ask any final questions
specific to the character webs
before they get started on
making their own.
15 minutes The teacher should make sure
there are no more questions
before allowing the students to
get started on their character
webs. It is up to the teachers
discretion if he or she wants to
tell the students that this will
only be a rough draft, and they
are expected to turn in a polish
draft at the end of the project.
Also, the teacher should have
some extra computer paper on
hand for students to use, as
well as writing utensils and
potentially some markers for
the students.
The students should ask any
final questions they have
about the Character Webs
before getting started on their
own. The teacher should have
computer paper and markers
readily available for students.
For any student who was
planning on putting together
their web via the internet, they
can spend the time writing
down points on their character
on a piece of paper, so all of
the information is already
gathered as the student puts
together their web online.

Day 2: 55 Minutes
10 Minutes Teacher will instruct students
when they walk into the
classroom that they should get
out their journals and respond
silently to the prompt on the
board for ten minutes and that
their responses should be at
least one page in length. The
prompt is: Imagine you took
your character to McDonalds.
What would their reaction be?
What would they order? What
would they think of the
restaurant in general? Write
their reaction.
Students should enter the
room, get their journals out
along with a writing utensil,
and use the ten minutes given
to them to respond with at
least a page to the prompt
given on the board. The
students can use their
character web if they want or
need to as a reference.
20 Minutes After students are done with
their journal entries, the
teacher should have the
students place them all in a
collection bin so the teacher
can use the class time that day
to look over student journals
and grade them appropriately.
I would encourage the teacher
to put on music low for the
students as a way to reward
them for working hard, and
also a way to keep the noise
down (if you cant hear the
music, you guys are being too
loud). The students should be
using this silent working time
to put the finishing touches on
their Character Webs, either
on paper or using their
personal computers.
When students are finished
with their journal entries, they
should turn them in to get
graded, and then get out their
Character Webs and continue
working on them. The need to
be finished by the end of the
class period, so if they are
already finished, they should
add some source material to
back up their character traits
and polish up the web itself.
The teacher should have
enough copies of the books on
hand, but should also
encourage students to bring
their own copies of the novel
that they are using in order to
make proper notations in the
book itself.
20 Minutes After about twenty minutes,
the teacher should have the
students group together by
novel and by number. (For
example, when the teacher
was handing out character
names to students, it should
have sounded something like
Jay Gatsby 1. At this point the
The students would split up
according to their novel and
number when the teacher gave
the signal and began their
discussion about their
respective character and how
they might react to different
events in time. During this
discussion they are
teacher would say something
like all characters from The
Great Gatsby 1 need to get
together.) The teacher should
instruct them to just discuss
their character and the way
they interact and how that
reveals different aspects of
their respective personalities.
This should give them some
new material for their
Character Webs, and when
this discussion is over, the
Character Webs should be
finished and are due.
encouraged to add information
to their Character Webs, even
editing something that they
had previously put on their
Web. Students should also
make sure that their work is
done by the time the
discussion has finished so they
will be able to turn in their
work. The students should
make sure they dont get too
loud, and keep an ear out for
the music, because if they
cannot hear it, it is too loud.
5 Minutes The teacher should inform
students when there are only
five minutes left in class and
indicate where they should
turn in their Character Webs
The students should finish
their work and turn it in to the
specified area. After students
are done with that, they can
pack their bags and get ready
for their next class.

Day 3: 55 Minutes
20 Minutes The teacher will show the
example of the Character
Reaction paragraph and
explain the second part of the
assignment to the students in
more detail. The students will
be picking a decade between
1770 and 2010 to have their
assigned character land in
through some science
experiment gone wrong. They
will be research the decade,
and getting it approved by the
teacher. Then they will choose
ten key historical events from
their chosen decade and have
their assigned character react
to those events, using their
Character Webs for reference
once the teacher returns them
The students will listen and
take notes about the second
part of the assignment in their
journals and ask questions as
they arise to further clarify the
assignment. The students
dont have to write down the
example if they dont want to,
but it is encouraged because
they will not be receiving a
copy of the example. Students
are encouraged to do research
about the decade before they
choose, but if they are sure
about the decade that they are
choosing then they can save
that until the end of the time
period set aside for the
example and question period
by coming up to the teacher
from grading. and discussing it with him or
her privately.
10 Minutes The teacher should tell the
students to pack their bags and
head in a silent, single file line
to the library. Once they have
chosen their computer and
made sure that it is on, they
should log in and then await
any further instruction. The
teacher should talk to any
students who are already
certain on the decade that they
want to have their character,
and note it somewhere so the
other student in the classroom
who has the same character
cannot pick the same decade.
The students should pack up
their bags and leave the
classroom in a quiet, single
file line and walk to the
library. When there, they
should check to make sure
their computers are working,
and then log in using their
student ID and personal
password.
15 Minutes The teacher will instruct the
students that once they are all
logged on to their computers
that they should spend the
next fifteen minutes
researching a decade that they
can use for their character, and
once they have made a
decision, they need to tell the
teacher and get it approved,
because the students with the
same character cannot choose
the same decade to do their
project on. They can either
raise their hand and the
teacher can come to them or
they can get up and go to the
teacher, it is up to the
teachers discretion.
The students should be ready
and logged on by the time the
teacher is ready to instruct the
students. The students will be
researching decades before
choosing the one for their
project. One website that they
can check out is the about
page with the timelines in the
references section of this
lesson plan. Once the student
had gotten their decade
approved by the teacher, they
can get started on writing the
reactions by the character.
10 Minutes At this point, the teacher
should inform the students that
they need to sign up for their
decade if they have not done
so already. Once the students
have signed up for their
decade, they can use the rest
of the time to get started on
their Character Reactions. The
The students should confirm
their decade with the teacher,
and choose another decade if
it turns out that their decade
was taken. Once the students
have got their decade
confirmed, they can get started
on their Character Reactions,
either researching the time
teacher should walk around,
making sure students are on
task.
period more or starting with
the actual paragraphs.

Day 4: 55 Minutes
10 Minutes The teacher will inform the
students when they walk into
the classroom to get out their
journals and a writing utensil
and get to work on the journal
entry (the prompt will be on
the board), and their response
should be at least one page
long. They should not get fully
unpacked, however, because
the entire class will be going
the library.
The students will enter the
classroom and get their
journals and a pen or pencil
out and respond to the prompt
on the board. The prompt will
be: What are your characters
political views and why? For
extra credit, talk about their
political ties during the decade
that they are doing in their
project.
10 Minutes The teacher should tell the
students to pack their bags and
head in a silent, single file line
to the library. Once they have
chosen their computer and
made sure that it is on, they
should log in and then await
any further instruction. If the
students can pull up their work
from the previous day, they
should.
The students should pack up
their bags and leave the
classroom in a quiet, single
file line and walk to the
library. When there, they
should check to make sure
their computers are working,
and then log in using their
student ID and personal
password.
35 Minutes The teacher should inform the
students that they should use
the rest of the class period to
work on their Character
Reactions and time research.
This portion of the assignment
will be due at the beginning of
class the next day, so they
should utilize all available
time. If the teacher has not yet
done so, he or she should pass
out the rubrics to this section
of the project. Also, the
teacher should use this time to
grade the Character Webs if
The students will pull up their
work from the previous day
and get to work finishing their
Character Reactions.
he or she has not done so yet.
If the teacher has graded the
assignments, this would be a
good opportunity for him or
her to pass them back to their
respective students. Also, the
teacher should make sure to
frequently walk around the
computer lab, answering any
questions and making sure that
the students are staying on
track. This would also be a
good time for the teacher to do
a check of the journals,
making sure the students
answered the prompts fully
and appropriately and grading
them accordingly. It would be
up to the teachers discretion
if he or she wanted to give
participation points while
walking around and checking
up on the students as a further
incentive for them to stay on
track.

Day 5: 55 Minutes
25 Minutes Teacher will indicate where
students are to turn in their
Character Reactions and begin
the explanation of the Final
Project.
The students will take notes
about the final project in their
journals or on the breakdown
of the project they received on
the first day after turning in
their Character Reactions
10 Minutes The teacher will instruct the
students to form a quiet, single
file line and head over to the
library and log in while
awaiting further instruction.
The students will pack up all
their stuff and head to the
library in a quiet, single file
line and log in using their
personal student information.
20 Minutes The teacher will show brief
examples of a character blog,
a character twitter, an
interactive timeline, or a video
commentary.
The students will get started
on their final project, using
one of the approved sites
listed in the references section
of the lesson plan.
Summary/Closure
This lesson will conclude the week later, when they students turn in their final projects on the
following Friday. The closure will come when the students present to the other people who are in
their literary work number group (example: Great Gatsby 1). They will get two grades: the one
that the teacher gives, and then an average of the grades that they get from the other members of
their group.
Assessment
Students will receive ten points for each of their journal entries based on completion, and the five
points of extra credit they could have gotten from their second journal entry will go to the grade
of the final project. The web will be based on completion and worth ten points, one for each of
the bubbles, and for each literary quotation used; they can get one point of extra credit. The
character reactions should each be a paragraph in length and contain three points: the historical
event, the characters reaction, and the reason behind the character reaction. Each of those will
be a point, with a total of thirty points possible for the Character Reactions assignment.
Homework/Follow-up Assignment
The homework will simply be for students to finish the Character Web, the Character Reactions
and the Final Project on their own time at home. The Follow-Up Assignment will be the
presentation of their final project to their literary group.

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