Literary Analysis Unit

This 3-week unit offers lessons on literary analysis using classic short stories including "The Lottery,” by Shirley Jackson, “The Tell-Tale Heart,” by Edgar Allan Poe, modern texts like Sia’s “Elastic Heart” video, and high-interest supplemental informational texts.

In this 3-week unit, each daily lesson plan is aligned to core standards, provides "I can" statements for a daily learning target, and is broken down by minutes. You are provided with a daily bell ringer, as well as lessons, materials, links to media and other materials, discussion questions, activities, and assessments with rubrics.

The most valuable resource provided is the Literary Terms Guide - a resource students will complete together and use for analysis this year and every year in their ELA classes. My students have used this resource over and over again, and I've introduced it to classes I've taught from Freshman English to Eng. 102. You will also be able to access a broadly applicable graphic organizer/analysis assessment resource that you can use throughout the year with different texts.

I like to think of the literary analysis unit as a “one-size-fits-all” unit because of its accessibility to all students. It’s built to be self-leveling, meeting students exactly where they are in their literary analysis skills, and allowing room for real growth as students choose more and more challenging texts.

Day-by-Day Overview:

Day 1:

• Activity: "Elastic Heart" literary analysis activity

• I Can Statement: "I can ask or answer a question about the meaning of a part of a text, and I can find enough quotes/evidence from the text to support my answer."

Days 2-3:

• Activity: Review Annotation, Read "Tell-Tale Heart" together, practice annotation

• Materials Provided: Annotation resource, "The Tell-Tale Heart" (original and slightly adapted versions)

• I Can Statement: "I can make annotations in or take notes about the text that mark vocabulary, the basic elements of plot, and also the use of figurative language."

Days 4-5:

• Activity: "Tell-Tale Heart" literary analysis and discussion guide

• I Can Statement:

  1. "I can make annotations in or take notes about the text that mark the basic elements of plot and also the use of figurative language."

  2. "I can participate in class discussions."

Days 6-8:

• Activity: Literary Devices Group work

• I Can Statement: "I can analyze a piece of literature based on the figurative language an author uses."

Days 9-10:

• Activity: Assessment - Presentations, filling in Guide to Literary Analysis Terms

• Materials Provided: Presentation Rubric, Guide to Literary Analysis Terms

• I Can Statement:

  1. "I can assign and follow the goals, deadlines, and roles we set as a group."

  2. "I can select the best evidence to support the claim I make in my presentation."

Day 11:

• Activity: Frontloading "The Lottery," by Shirley Jackson

• I Can Statement: "I can make connections from the text to the real world outside of the text."

Day 12-13:

• Activity: Read "The Lottery," while annotating for symbolism

• I Can Statement: "I can make annotations in or take notes about the text that mark vocabulary, the basic elements of plot, and also the use of figurative language."

Days 14-15:

• Activity: Lottery Assessment using guiding questions

• Materials Provided: Guiding Questions

• I Can Statement:

  1. "I can ask or answer a question about the meaning of a part of a text, and I can find enough quotes from the text to support my answer."

  2. "I can analyze a piece of literature based on the figurative language an author uses."

  3. "I can pick two or more words or phrases from the story and explain how they add meaning throughout the story beyond a literal meaning."

Day 16:

• Activity: Informational text: "The Haunted Mind of Shirley Jackson," a reflection on loneliness and Jackson’s influence

• Materials Provided: Article "The Haunted Mind of Shirley Jackson"

• I Can Statement:

  1. "I can read a text, think about it, and explain two or more themes or central ideas present in the text."

  2. "I can point out when a text has two or more central ideas building on each other to allow for analysis."

Days 17-20:

• Activity: Assessment - Independent, choice literary analysis using wheel assessment and Guide to Literary Analysis Terms

• Materials Provided: Literary Analysis Wheel, Short Stories (a short list to get started)

• I Can Statement:

  1. "I can comprehend texts written at my grade level."

  2. "I can analyze a piece of literature based on the figurative language an author uses."

  3. "I can pick two or more words or phrases from the story and explain how they add meaning throughout the story beyond a literal meaning."