2 Week Unit Lesson Plan Final

Running Header: A Journey of Modernism Through Art and Poetry 2 Week Unit Plan
A Journey of Modernism through Art and Poetry

2 Week Unit Plan
Shelby E. Gochenaur
Florida State University
Abstract
In this 2-week unit plan, 11th grade English Honor students will use art and poetry to explore and
understand major characteristics of the Modern period. First, students are introduced to the
historical, societal, and literary characteristics of the Modern period. Next, students deepen their
understanding of Modernism through an evaluation of T.S. Eliots definition of poetry. Students
then complete an explication of a painting from the Modern period, noting its defining
characteristics. They use the TP-CASTT method to complete a literary analysis of Eliots poem
The Waste Land, Part IV using their knowledge of Modern characteristics to classify the poem
as Modern. In the final session, students begin to write an essay showing their understanding of
Modernism.
The standards that will be used over the entire unit are as followed:
Text Types and Purposes
-
LAFS.1112.W.1.1., LAFS.1112.W.1.2., LAFS.1112.W.1.3.
Production and Distribution of Writing

-
LAFS.1112.W.2.4., LAFS.1112.W.2.5., LAFS.1112.W.2.6
Research to Build and Present Knowledge

-
LAFS.1112.W.3.7, LAFS. 1112.W.3.8, LAFS.1112.W.3.9
Range of Writing
-
LAFS.1112.W.4.10
It should be noted that for the Bell Ringer assignments in Anticipatory Set, students will record a
quote about Modernism and keep record of quotes in a journal to have to go back on for
reference in the lessons and writing process.
Table of Contents
Lesson 1. pg. 4
Lesson 2. pg. 7
Lesson 3. pg. 10
Lesson 4. pg. 13
Lesson 5. pg. 16
Lesson 6. pg. 19
Lesson 7. pg.22
Lesson 8. pg. 26
Lesson 9. pg. 29
Lesson 10.. pg. 32
Appendix.. pg. 34
References.. pg. 49
2 Week Unit Lesson Modernism Essay

Day #1 - Monday
Title of Lesson:
Introducing Modernism
Purpose/rationale:
-
Students will be introduced to Modernism and students will discover and learn the basic
definitions and characteristics of Modernism.
Florida Common Core Standards:
LAFS.1112.W.1.1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
LAFS.1112.W.2.5 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.
LAFS.1112.W.3.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem, narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
LAFS.1112.W.4.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Objectives:
Students Will Be Able To:
- Describe Modernism
Materials:
-
PowerPoint on Modernism
Modernism Understanding Questionnaire worksheet
Anticipatory set:
-
Bell Ringer The paradox of modernism is, writers make the decision to work with the
continuous present, and to work with... stream of consciousness, as it's called, for
emotional reasons, and the main emotional reason is verisimilitude. I mean, this is what
surprises people: Life is not in the simple past. Will Self
Teaching Strategy/Procedure/Activity:
Time
15 minutes
Student is doing
Students write a paragraph
on what they think
modern means.
After students write
paragraph, students share
responses with class and see
the similarities and
differences between
answers.
10 minutes
Listen and read

explanations of Modern
along with teacher.
Have students agree or
disagree with explanations
of Modernism.
15 minutes
Students listen to small

discussion about
Modernism.
Teacher is doing
Ask students to write a
paragraph response to
following question: What
does Modern mean to
you?
Have students share
responses with classmates
and discuss the similarities
and differences.
Write responses on board to
save for later lessons.
Show Statements that
Embody or Suggest
Modernism on overhead
for students to take notes.
Have students on a separate
sheet of paper (or in their
notes) to write if they agree
or disagree with the
explanations of Modernism.
Explain and show to
students how the
explanations are examples
of Modernism.
Break into groups (3 to 5)

Explain the terms and
definition of Modernism
Have students review the
paragraphs that they wrote
in the beginning of class.
Give them a 3 question
sheet on Modernism to
compare from their
10 minutes
In groups students discuss

their understanding of
Modernism from the
beginning of class to now.
Students work together to
help each other complete
the handout.
understanding in the
beginning of class to the
knowledge they obtained
during class.
Circulate between student
groups. Help and discuss
with groups.
Collect Handouts at the end
of class when students are
walking out of door.
Summary/Closure:
Students go over what they learned about Modernism from beginning to end of class. Hand in
worksheet to teacher when leaving.
Assessment:
Formal assessment: Worksheets Participation Grade

Informal assessment: Worksheet students hand in at end of class.
Homework/follow-up assignment:
None
Accommodations/adaptations:
ESE: handout of notes from presentation, terms already written out and assigned, pair with
higher level thinking group.
ELL: handout of notes with native language (if needed), dictionary or translator, pair with strong
English speakers
Attachments/Appendices: See Appendix
-
PowerPoint Presentation Statements that Embody or Suggest Modernism

Questionnaire Worksheet
Plan B:
If the students have a hard time bringing up terms of discussion with Modernism go ahead and
introduce terms at beginning of class.
If class seems to short, continue discussions. If class is too long, shorten discussions.
2 Week Unit Lesson Modernism Essay

Day #2 - Tuesday
Title of Lesson
Characteristics of Modernism
Purpose/rationale:
-
Students focus and learn more on the standard characteristics and origins of Modernism

LAFS.1112.W.1.2. Write informative/explanatory texts to examine and convey complex ideas,
LAFS.1112.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,
LAFS.1112.W.3.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem, narrow or broaden the inquiry
Objectives:
Students Will Be Able To:
- Define and explain characteristics of Modernism
- Support argument of agree/disagree and working with groups to support stance.
Materials:
Anticipatory set:
While students are walking in the door, hand them the Characteristics of Modernism handout.
Take attendance while students work on Bell Ringer Activity
-
Postmodernism was a reaction to modernism. Where modernism was about objectivity,

postmodernism was about subjectivity. Where modernism sought a singular truth,
postmodernism sought the multiplicity of truths. Miguel Syjuco
Teaching Strategy/Procedure/Activity:
Time
15 Minutes
10 Minutes
15 Minutes
Student is doing
Students listen and read
over the handout along
with the teacher.
Teacher is doing
Begin to discuss the five
Characteristics of
Modernism from the
handout.
Ask questions such as:
1. What are the five
characteristics of
Modernism?
2. What were some of
the basic Modern
beliefs?
3. Do you thinking
these beliefs are
relevant today?
Why or why not?
Break and gather into 7
Break the students into five
groups. Discuss the
groups. Assign one
assigned characteristics that characteristic to each of the
are given to the group as a
five groups.
whole.
Students will work on an
Inform the students that the
argument to show that the
group needs to come to a
group either agrees or
conclusion on if the group
disagrees with the
agrees or disagrees with the
characteristic of
characteristic of
Modernism that was
Modernism within the
assigned to the group.
assigned groups.
Inform the groups that they
need to have their positions
ready by next class to
present their stance on the
characteristic assigned.
Circulate classroom and be
available of any assistance,

making sure to stop to each
group.
10 Minutes
Students work on
agree/disagree position
within groups and prepare
to present the following
day.
Circulate classroom and be

available of any assistance,
making sure to stop to each
group.
*Add or delete columns as necessary

Summary/Closure:
Briefly go back over the characteristics that groups were assigned and have students prepare for
presentations the next lesson.
Assessment:
Formal assessment: Presentation on Stance that is expected for tomorrows lesson

Informal assessment: Participation Grade
Students will work with group members to support their stance on Modernism.
ESE: handout of notes from presentation, terms already written out and assigned, pair with
higher level thinking group.
English speakers
-
Handout on Characteristics of Modernism
Plan B:
If the students have a hard time with just a handout of Modern terms, I will project it on
overhead and possibly show videos to enhance experience and understanding of terms.
If class seems to short, continue discussions. If class is too long, shorten discussions.
10
2 Week-Unit Plan- Modernism Essay

Day #3 - Wednesday
Title of Lesson
T.S. Eliot and Modernism
Purpose/rationale:
-
Students present a well supported argument on stance and characteristic they were
assigned.
Students learn about T.S. Eliot and how he is classified as a Modern writer

LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas,
LAFS.1112.W.3.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry
subject under investigation
LAFS. 1112.W.3.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LAFS. 1112.W.4.10 Write routinely over extended time frames (time for research, reflection,
Objectives:
Students Will Be Able To
- Support argument as a group.
- Recognize T.S. Eliot as a modern writer
Materials:
-
T.S. Eliot Quote Word Web
Anticipatory set:
11
Write T.S. Eliot quote on board for discussion.
-
Quote:
Poetry may make us from time to time a little more aware of the deeper,
unnamed feelings which form the substratum of our being, to which we rarely
penetrate; for our lives are mostly a constant evasion of ourselves.
Students form with groups from the previous day and prepare to give the groups stance on the
characteristic.
Take attendance
TeachingStrategy/Procedure/Activity:
Time
35 Minutes
Student is doing
Each group will take 5
minutes to present the
groups stance on the
assigned characteristic of
Modernism.
After groups present, one
person from each group
hands in a small summary
of notes from the group.
10 Minutes
After, listen to brief review

of Modernism.
Listen and receive handout
to a short lecture on T.S.
Eliot.
5 Minutes
Receive the Eliot Quote

Web sheet.
Listen to instructions.
Students may use the
Characteristic of
Modernism notes and
connotation and denotation
notes to complete handout
Teacher is doing
Have each of the groups
present the results of the
discussion and findings to
the class as a whole.
Do a quick 5 minute review
on Modernism with
students.
Bring attention to quote on

the board by T.S. Eliot to
the class. Introduce the
concept of the quote and
present (handout) a brief
biography on T.S. Eliot and
the type of writer he was.
Give the students the Eliot
Quote Web
Briefly review the
definitions of Connotation
and Denotation
Explain how Eliots
statement is relevant to the
characteristics of
12
sheet.
Modernism and for

homework, students will
take the word web sheet
and explain that students
will write down what they
think the words on the
sheet mean and first
impressions.

Summary/Closure:
Students will receive instructions on handout.
Assessment:
Formal assessment: Small Presentation Summary

Informal assessment: View the notes on understanding of characteristics.
Students complete the Eliot Quote Web handout to turn in the next day.
ESE: handout of notes from lecture, terms already written out and assigned, pair with higher
level thinking group.
English speakers; have simpler terms for word web
Eliot Quote Web
Plan B:
If the word web is too hard for students to complete or comprehend on their own, make time to
do the Word Web in class.
If lesson seems to long, shorten presentation times, if lesson seems too short, lengthen
presentation times.
13
2 Week Unit Plan Modernism Essay
Day #4 - Thursday
Title of Lesson
Connotative and Denotative with Modern Terms
Purpose/rationale:
-
Students learn the connection of words to Modern characteristics.
LAFS.1112.W.3.9 Draw evidence from literary or informational texts to support analysis,

Objectives:
- Know the difference between connotative and denotative
- Use dictionary resources (text or electronic)
- Relate the words from T.S. Eliot Quote to Modernism
Materials:
Anticipatory set:
Give students 2 new T.S. Eliot Quote Word Web to students as they walk in the classroom
Bell Ringer Same T.S. Eliot quote as day before
Take attendance
Time
5 Minutes
Student is doing
Teacher is doing
Listen to brief review on
Review terms of
connotation and denotation. connotation and denotation
with the class
14
15 Minutes
Students find denotative

meaning for assigned
words (aware, unnamed,
substratum, and evasion).
Using various dictionary
resources in the classroom.
Using one of the new
Word Web sheet,
students will fill in the new
definitions from findings.
15 Minutes
15 Minutes
Students find connotative

meaning for assigned
words (aware, unnamed,
substratum, and evasion).
Using various dictionary
resources in the classroom.
Using one of the new
Word Web sheet,
students will fill in the new
definitions from findings.
Students consider the
denotative and connotative
meanings of the chosen
words.
Discuss how all of the
words and their definitions
connect to one or more
characteristics of
Modernism.
Have students find the

denotative meaning for
following words from word
web:
- Aware
- Unnamed
- Substratum
- Evasion
Students may refer to
classroom dictionaries or
online dictionary resources
Have students find the
connotative meaning for
the same words from word
web
Students may use
dictionary resources in the
classroom.
Ask students to consider

both the denotative and
connotative meanings of
the chosen words from T.S.
Eliots quote.
In open-class discussion,
have students describe how
all of the words and their
definitions connect to one
or more characteristic of
Modernism.

Summary/Closure:
Have students turn in all three Web sheets into teacher when leaving the classroom.
Assessment:
Formal assessment: Students hand in Web sheet handouts

Informal assessment: Review Web worksheets
15
Optional
Have students look up and explore different Modern Artist like Pablo Picasso. Not for a grade.
English speakers; give students easier web terms for assignment.

Plan B:
Work on Word Web together as a group. If class seems to run short, extend either work
assignment or discussions.
If class runs too long, assign the finding of definitions for homework.
16

Day #5 - Friday
Title of Lesson
The Old Guitarist Picasso Lesson
Purpose/rationale:
-
Students will be able to identify Modern characteristics through a Modern painting and
be able to find significant details and meanings.

Objectives:
- Identify Modern characteristics in a painting and explain the significance in the painting.
Materials:
-
Overhead projecting The Old Guitarist

Stations portraying different elements of painting along with questionnaire handout
Artwork Explication handout.
Anticipatory set:
BEFORE CLASS: have three stations on artistic points from The Old Guitarist
-
Guitar Station
Color Station
17
-
Old Man Station
Display The Old Guitarist painting by Pablo Picasso on the overhead device.
Hand students a Questionnaire sheet when students walk through the door.
Bell Ringer students describe the painting in own words. Have following questions on the
board:
-
What image do you see in Picassos painting?

What do you think Picassos purpose was in depicting this event?
What do you like about the painting? Why?
What dont you like about the painting? Why?
Time
15 Minutes
Student is doing
Students receive handout
listen to lecture on Pablo
Picasso.
20 Minutes
Students will be introduced

to the three stations. (5
minutes)
With the given handout,
students will approach each
station looking and
discovering answers.(15)
Teacher is doing
Present short handout/
lecture on Pablo Picasso
and a short history on The
Old Guitarist
Introduce the three stations
to the students that are
situated around the room.
(5 minutes)
The stations are
representations of the main
pieces in the painting: the
guitar, the old man, and
the color tones within the
art.
10 Minutes
Share and answer questions

on findings from the
stations.
Explain that at each station,

students will find
information to fill out the
questionnaire sheet.
Have volunteers share
findings from the stations
and questions.
5 Minutes
Students receive Artwork

Explication handout.
Students may begin
handout in class and can
complete for homework.
After students have

completed the station
activity, give the students
the Artwork Explication:
The Old Guitarist handout.
18
Students can begin this
handout in class.

Summary/Closure:
How the students will end class.
Assessment:
Formal assessment: On Fridays, students will hand in Bell Ringers from the week.
Informal assessment: Read Bell Ringers and track progress of understanding and
thought.
Artwork Explication: The Old Guitarist handout
English speakers; give students easier web terms for assignment.

Handouts on Pablo Picasso and The Old Guitarist
Questionnaire sheet for station activity
Artwork Explication: The Old Guitarist handout
Plan B:
If class runs too short, lengthen discussion or give students more time to work on homework
assignment.
19
If class runs too long, wrap up discussion or eliminate discussion and have students turn in
findings.
2 week Unit Plan Modernist Essay

Day #6 - Monday
Title of Lesson
Modern Characteristics in The Old Guitarist
Purpose/rationale:
-
By using previous knowledge and notes on Modernism characteristics, learning how to

apply the knowledge to Modern Art.
Common Core Standards:

Objectives:
- Apply and recognize Modern characteristics to Modern Art.
Materials:
Anticipatory set:
Bell Ringer: Modernism has a reputation for being a forbidding phenomenon: its visual arts
disconcertingly non-representational, its literary efforts devoid of the consolations of plot and
character even its films, its argued, fall well short of that true desideratum: entertainment.
Will Self
20
Time
5 Minutes
Student is doing
Review with teacher on
completed homework.
Ask teacher any questions
from homework.
30 Minutes
Students retrieve and listen

to characteristics of
Modernism from the week
before.
Listen to instructions, and
complete the handout
individually. Students are
encouraged to use Modern
characteristic notes and
handout from week before.
15 Minutes
After completing the

handout the handout,
students will break out into
small groups discussing the
characteristics of the
painting that qualify it as
Modern.
After groups come to
conclusion, students share
with the class the findings
of the group.
Teacher is doing
Review with the students
their completed homework
on Artwork Explication:
The Old Guitarist
Answer any questions
students may have on the
homework.
Review with students the
primary characteristics of
Modernism.
Distribute the Is it
Modern? handout.
Have students complete the
chart by recording
examples from the painting
that illustrate
Modern period in the first
column. In the second
column they should explain
how each example fits the
Modern characteristic.
After students complete the
handout, discuss the
following question in small
groups: What
painting The Old Guitarist
quality the work as
Modern?
Have the students work in
small groups. Have the
students bring together
their responses and have
them report back to the
class.
Circulate among the
groups, monitoring
students understanding of
the task.
21

Summary/Closure:
Students will hand in homework Artistic Explication
Assessment:
Formal assessment: Artistic Explication

Informal assessment: Circulate between groups discussing the understanding of the Is It
Modern? Worksheet
None
English speakers; give students easier characteristic terms for better understanding
Attachments/Appendices:Appendix
Is It Modern? Worksheet
Plan B:
If lesson is running too short, lengthen questions on homework assignment. If class is running
too long, take out discussion on homework assignment and give students more time to work on
handout.
22

Day #7 Tuesday
Title of Lesson
Poetry Analysis The Waste Land
Purpose/rationale:
Students learn to take different elements of the poem and analyze its different parts of title,
paraphrase, connotation, attitude, shifts, and theme.

Objectives:
- Identify and analysis elements, words, and phrases within a Modern poem.
Materials:
TP-CASTT handout
Copy of The Waste Land Part IV text
Anticipatory set:
Hand TP-CASTT handout to students as they walk through the door.
Bell Ringer I havent changed my mind about modernism from the first day I ever did it It
means integrity; it means honesty; it means the absence of sentimentality and the absence of
23
nostalgia; it means simplicity; it means clarity. Thats what modernism means to me. Paul
Rand
Time
10 Minutes
10 Minutes
Student is doing
Receive and listen to
instructions and basic steps
to the TP-CASTT handout.
Receive copies of The

Waste Land by T.S. Eliot.
Listen to explanation of
how to fill in the TPCASTT.
Teacher is doing
Introduce the TP-CASTT
method to students.
Explain the basic steps to
complete this handout:
- Title: Ponder the
title before reading
poem
- Paraphrase:
Translate the poem
in own words
- Connotation:
contemplate
meaning of poem
beyond the literal
- Attitude: observe
both speakers and
poets attitude
(tone)
- Shifts: note shifts in
speakers and in
attitudes
- Title: examine title
again on an
interpretive level
- Theme: determine
what the poet is
saying
Distribute copies of the
poem The Waste Land
Part IV by T.S. Eliot.
Explain that on the first
page of the TP-CASTT
chart are analysis
questions to help guide
students in using the steps
to complete an analysis of
the poem. Students will use
the answers to the analysis
24
5 Minutes
25 Minutes
Watch the teacher Model

the TP-CASTT handout
and follow along by filling
the answers.
Continue working though

the TP-CASTT handout
with teacher
Alternative: if teacher
decides to let students work
on their own, work
individually or in small
groups
questions to complete the

blank TP-CASTT chart on
the second page of the
Poetry Analysis TPCASTT handout.
Project the text of the poem
using an overhead
projector.
Model process with
students by completing the
title step:
- Circle or bring
attention to Waste
and Land within
the title.
- Ask students to
identify the
denotative and
connotative
meanings for each
of the circled
words.
- Demonstrate how
students should
mark up the copy of
their poem with
notes about the
connotative and
denotative
meanings of the
words in the title.
Guide the students through
each step of the TP-CASTT
process. Have students fill
in the handout as you are
going along.
Alternate: Go through just
the title and paraphrase
portion, and then let
students complete rest
individually or in groups.
25
Summary/Closure:
Assessment:
Formal assessment: What students hand in and you grade

Informal assessment: How you will monitor understanding
If not completed in class, finish TP-CASTT handout.
Copy of The Waste Land Part IV handout
Poetry Analysis TP-CASTT
Plan B:
If lesson runs too long, assign the TP-CASTT for homework. If lesson runs too short, give
students time to finish TP-CASTT in class.
26
2 Week Unit Lesson Plan Modernism Essay
Day #8 Wednesday
Title of Lesson
Modern Characteristics in The Waste Land
Purpose/rationale:
-
By using previous knowledge and notes on Modernism characteristics, learning how to

apply the knowledge to Modern Literature.

Objectives:
- Apply Modern characteristics to Modern literature
Materials:
Is It Modern? handout
Anticipatory set:
Bell Ringer: Modernism released us from the constraints of everything that had gone before
with a euphoric sense of freedom. Arthur Erickson
Time
Student is doing
Teacher is doing
27
5 Minutes
30 Minutes
Listening and reviewing

Modernism.
characteristics of
Modernism handout from
previous week
Students will receive a new
Is It Modern? to
complete on The Waste
Land
Students will work
individually, using the
characteristic notes as a
guide.
Review with students the

Modernism. Encourage
students to refer back to the
Characteristics of
Modernism handout.
Distribute a new copy of

Is It Modern? handout.
Have students complete the
chart by recording
examples from Eliots
poem The Waste Land
that illustrates
Modern period in the first
column. In the second
column they should explain
how each example fits the
Modern characteristic.
Encourage students to use
the notes that they created
in the previous session to
help them complete the
chart.
15 Minutes
Students break into small

groups to record their
responses on how The
Waste Land is considered
a Modern literature piece.
Wikipedia provides
additional information on
The Waste Land.
Internet as a resource to
help fill in the handout.
When students finish the
handout, discuss how the
poem is classified as a
Modern piece.
Students will work within
groups to record their
responses and report back
to the class
Circulate among the groups
28
as well, in order to monitor
students understanding of
the task.

Summary/Closure:
Assessment:

Informal assessment: Circulate groups to monitor their understanding of Modern
characteristics
None.
Is It Modern? Handout
Plan B:
If lesson is too long, cut the review on Modern characteristics. If lesson is two short, lengthen
discussions.
29
Day #9 Thursday
Title of Lesson
Beginning the Modernism Essay
Purpose/rationale:
With all of the information attained from the previous days and week, students will be introduced
and begin to write the Modernism Essay.
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or

LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
LAFS. 1112. W. 2.5 Develop and strengthen writing as needed by planning, revising, editing,
LAFS. 1112.W.3.7 Conduct short as well as more sustained research projects to answer a
LAFS.1112.W.3.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source
in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any source and following a
standard format for citation.
30
Objectives:
Students Will Be Able To (also can write SWBAT)
Materials:
Anticipatory set:
Time
10 Minutes
5 Minutes
35 Minutes
Student is doing
Students will receive Essay
Assignment
Teacher is doing
Pass out Essay Assignment
Explain that students will

Students will read along
have 3 topics to choose
and listen to what they need from the assignment sheet.
to do for Essay
Assignment.
Encourage students to use
their notes and research on
Modernism in preparing for
this essay.
Receive and listen to
Hand out the Essay
assignment rubric.
Assignment Rubric.
Students will begin to write

their essays within the
classroom.
Briefly go over Assignment

Rubric
Students will begin essays
in the classroom.
Circulate and be available
to students to help them get
started on Essay
assignment.

Summary/Closure:
Assessment:

Informal assessment:How you will monitor understanding
31
What the students will be doing for HW. If none, write none.
ESE: may receive special rubric assignments with simpler regulations
ELL: handout of notes with native language (if needed), dictionary or translator; give ELL
simpler rubric to accommodate needs. give students easier characteristic terms for better
understanding
Essay Assignment Handout
Essay Assignment Rubric
Plan B:
If lesson is too short, students can work on paper longer. If lesson is too long, students will begin
essay at home.
32
Day #10 Friday
Title of Lesson
Modernism Essay
Purpose/rationale:
Students begin and continue to work on Modernism Essay
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or

LAFS.1112.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
LAFS. 1112. W. 2.5 Develop and strengthen writing as needed by planning, revising, editing,
LAFS. 1112.W.3.7 Conduct short as well as more sustained research projects to answer a
LAFS.1112.W.3.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source
in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any source and following a
standard format for citation.
33
Objectives:
- Begin to write a well supported essay on Modernism and Modernism works.
Anticipatory set:
Bell Ringer
Time
50 Minutes
Student is doing
Student is working on
essay. Students may ask
teacher for workshop on
essays.
Teacher is doing
Circulate around room,
helping students continue
to write their Modern
essays.

Summary/Closure:
By next Monday, students should have their completed Modernism Essay due by beginning of
class time.
Assessment:
Formal assessment:Turn in Bell Ringers for participation grade.

Informal assessment: Circulate and help students with writing process
By next Monday, students should have their completed Modernism Essay due by beginning of
class time.
ESE: may receive special rubric assignments with simpler regulations
ELL: handout of notes with native language (if needed), dictionary or translator; give ELL
simpler rubric to accommodate needs. give students easier characteristic terms for better
understanding
34
35
Attachment/Appendices
PowerPoint Presentation Day #1
36
Questionnaire Worksheet Day #1

Understanding Modernism
1. How has your understanding of Modernism changed?
2. Briefly describe your definition of Modern.
3. How is your definition of Modern similar to and different from Modernism?
Characteristics of Modernism Handout Day #2
Characteristics of Modernism
Modern
Characteristic
Tradition
World
Truth
Connections
Individual
Life
Concerns
Description of Characteristic
Marked by strong and intentional break with tradition. This break includes
a strong reaction against established religious, political, and social views.
Belief that the world is created in the act of perceiving it; that is, the world
is what we say it is.
There is no such thing as an absolute truth. All things are relative.
No connection with history or institutions. Their experience is that of
alienation, loss, and despair.
Championship of the individual and celebration of inner strength.
Life is unordered.
Concerned with the sub-conscious
1. Sub-conscious: the totality of mental processes of which the
individual is not aware; unreportable mental activities; existing or
operating in the mind beneath or beyond consciousness.
37
T.S. Eliot Biography Handout
From schmoop.com
What T.S. Eliot didand why you should care
- "An age which reads in a hurry and likes to understand familiar meanings with headline speed has
accused [T.S.] Eliot of being obscure," wrote Time magazine ofThomas Stearns Eliot, author of The
Waste Land and "The Love Song of J. Alfred Prufrock."
Obscure? You think? The guy opened his poems with lines like, "S'io credesse che mia risposta fosse"
which, just in case you didn't catch it, is not even in English. In the 434 lines of The Waste Land, Eliot
refers to six different languages and to 35 different authors, mostly people you have never heard of. Oh,
and the "age which reads in a hurry" that Time magazine was talking about? That was written in 1950. In
an era where we hardly have time to check our Twitter feed, isn't it time to retire Mister Obscure, T.S.
Eliot, from the required reading list?
Honestly, we may need him now more than ever. Though it's hard to believe while you're muddling
through The Waste Land at 11 o'clock at night, Eliot did not write poetry specifically to make future
generations of students miserable. He wrote in order to process the nightmares he saw unfolding around
him. He saw an entire generation of young people debilitated by the waste and horror of World War I, and
then watched German bombs rain down on his beloved London in -World War II. Eliot believed
passionately in the power of poetry, and he believed above all else that poetry should represent life. Life
is hard, so poetry must be tough too, he argued. "The reader of a poem should take at least as much
3
trouble as a barrister reading a decision on a complicated case," Eliot once said. He knew that to really
engage with the complex horrors of modern life, we have to challenge ourselves to think harder, or we run
the risk of tuning out completely. Think about it. The economy is a disaster. America is rumbling through
two different wars it's not sure it can win. There's no guarantee of what the future will look like for you and
your children, and that's frightening and maddening and motivating all at once. Can you sum up your
deepest feelings on that in a few breezy sentences?
Eliot's verses gave a voice to a generation that often had no words for what it saw happening around it.
"He is the key figure of our century in America and England, the most powerful single influence," said
writer Robert Penn Warren after Eliot's death in 1965. "This is his age. He gave us the sense of the
culture crisis of the Western world, when we were suddenly thrown on our own in a different way than
4
ever before." The truth of Eliot's poetry still applies, even in our modern world where we have a million
different ways to communicate but still aren't sure what to say. Even if he makes zero sense to you now,
don't give up. You might return to Eliot's poems at a different time and find out that he was right all along.
Eliot was a cat lover and kept several as pets. His whimsical poetry collection Old Possum's Book of
Practical Cats was the basis for the long-running Broadway musical Cats. We like to believe that if he'd
known the book would unleash generations of leotard-wearing Cats fanatics, he never would have
17
published it.
George Orwell sent his manuscript of the novel Animal Farm to publishers Faber and Faber. Eliot, then
an editor at the publishing house, rejected the novel as "not convincing" but added that Orwell's writing
18
was of "fundamental integrity."
38
The Waste Land was published in 1922, the same year as James Joyce's novelUlysses. When the two
19
modernist vanguards met in Paris in 1920, Eliot found Joyce "arrogant." They later became friends.
The T.S. Eliot Prize is the most sought-after honor in British poetry. Founded in 1993, nearly thirty years
after his death, the annual prize honors the best collection of new poetry published in England or Ireland
that year. Eliot's widow Valerie, who was 37 years younger than her husband, donated the 15,000 prize
20
money each year.
Eliot hated the fact that a bad teacher could destroy a student's love of poetry. A poor teacher initially
turned Eliot off to one of Shakespeare's tragedies, and it took Marlon Brando to get him interested again.
"I took a dislike to 'Julius Caesar' which lasted, I am sorry to say, until I saw the film of Marlon Brando and
21
John Gielgud," he told an interviewer.
Eliot and Ezra Pound met as students at Oxford and were lifelong friends after that. Eliot called Pound
22
"Mop," and Pound called Eliot "Possum."
T.S. Eliot Quote Web - Day #3 and #4

Inspired from readwritethink.org
Eliot Quote Word Web
Pablo Picasso Biography Handout Day #5

From sparknotes.com
39
Pablo Picasso, born in a poor family in southern Spain in 1881, started as a child
prodigy and ended as the acknowledged greatest painter of his century. After some
early training with his father, a provincial drawing teacher, Picasso showed that he had
thoroughly grasped naturalistic conventionsthe ways that artists make a picture look
"realistic"at a very young age. After some incomplete sessions of art school in
Barcelona and Madrid, Picasso spent his adolescence associating with the group of
Catalan modernists who gathered at Els Quatre Gats in Barcelona. From there he
moved to Paris, where he quickly found like-minded poets and painters. His work began
to attract serious critical attention and praise by the time he was twenty.
His first mature work, dating from this time, around 1901, is classified as his Blue
Period. He painted anecdotal scenes of clowns, vagrants, and prostitutes, all in tones of
blue. Important early works include his "Self- Portrait" (1901) and "La Vie" (1903).
As Picasso spent more time in Paris, as his painting developed, and as he began to
meet the right people, his mood lifted. His subject matter remained much the same, but
his tones were warmer, or rosier, and the atmosphere of his paintings was gayer. This is
sometimes called Picasso's Rose Period, but really there was no marked technical
change between this and the Blue Period; this phase of the development of his work is
more like a cheerful coda to his Blue Period than a separate period. He began also to
acquire mistress-muses; the women in his life would be his most consistent inspiration,
as he reshaped their bodies in the boldest formal experiments. He always saw painting
as a kind of sexual activity; he would trace back new styles in his painting to the
inspiring appearance of a new mistress. Unfortunately, while his girlfriends were such a
valuable impetus to his art, they seldom emerged from their museships unscathed.
Jacqueline Roque and Marie-Threse Walter committed suicide, and Olga Koklova and
Dora Maar became somewhat insane. While Picasso's relationships imbued life into his
painting, they often destroyed the lives of the women involved.
Acquiring the valuable patronage of the American siblings Leo and Gertrude Stein,
Picasso soaked in all the experimental energy of the Parisian art scene and, inspired by
other French paintersespecially Czanne, and also the "primitive" art of Africa and the
PacificPicasso began to create for himself a radically new style. "Les Demoiselles
d'Avignon" (1907), perhaps the most revolutionary painting of the century, prepared the
ground for Cubism, a style Picasso developed in collaboration with another painter,
Georges Braque.
40
Demolishing the traditional conception of pictorial space, Picasso and Braque painted
objects as facets of an analysis, rather than as unified objects; they wanted to paint as
they thought, not as they saw. This period of their work is called Analytical Cubism, and
Picasso's work in this style formed a kind of progression over the years. Compare, for
instance, "Factory at Horta de Ebro (1909), "Portrait of Daniel-Henry Kahnweiler"
(1910), and "Woman with Guitar ('Ma Jolie')" (1911-1912): what we see is the logical
development of a single, powerful idea, pushed as far as Picasso could take it.
Cubism's next innovationagain, a joint effort between Picasso and Braquewas
Synthetic Cubism. Here, the defining characteristic was collage, a technique never
before used in fine art; Picasso's "Still Life with Chair Caning" (1912) is the first
example. This new method allowed Picasso to play with the bits and pieces of modern
life, the handbills and the newspapers and other such detritus of the metropolis, which
had never before been satisfactorily incorporated into the visual arts.
Picasso made valuable contributions to art throughout his entire life, but it was the
invention of Cubism that secured his immortality. His later work, in a proliferation of
styles, from Surrealist to neo-classical, shows that his artistic vitality transcends any one
style. Remarkably prolific, no single technique or medium could contain the artist's
apparently boundless energy.
From: education-portal.com
The Old Guitarist The blue period began as an inspiration of his travels through
Spain, but was mostly influenced by the suicide of his friend in 1901. During this time,
Picasso painted mostly in blues and greens and very somber subjects. Most of his
paintings show poverty, beggars, the frail, and the old. The overall feeling of his work at
this time was sadness and loneliness. The Old Guitarist was painted in late 1903 or
early 1904. The painting depicts an old, blind man and musician, slouched down, and
holding a guitar.
The Old Guitarist by Pablo Picasso Day #5
41
Questionnaire sheet for Stations Day #5:

Stations will be a series of questions that match the handout given to students. The painting
will still be displayed on the overhead for students to look to for reference. The answers
will be covered and students will need to be able to gather information given at the station
to complete the questions on the handout sheet.
Guitar Station:
1. What is the significance of the guitar?
2. Why is it a symbol for hope for the old guitarist?
3. Why is the structure of the guitar significant?
Color Station:
1.
2.
3.
4.
What is the significance of the color choices for the painting?

What do you think the colors symbolize?
How do the blue hues contrast with the brown hues of the guitar?
What other images are in contrast to the blue and brown hues?
The Old Man Station:

1. What is the significance of the old man?
2. Why do you think Picasso placed the old man in this position?
42
Artwork Explication: The Old Guitarist Handout:
Inspiration from readwritethink.org
Artwork Explication: The Old Guitarist Handout:
1. DICTION: Record the denotative and connotative meanings of the primary words
in the title.
2. CHARACTERIZATION: Explain how characterization is used to establish the
emotions between the old man and the guitar and the use of colors within the
painting:
a. appearance and/or dress
b. emotion on the old mans face
c. movement within the piece
3. IMAGERY: Is the painting dominated by warm or cool colors? Describe the
location of the dark and light areas. Overall, do the colors and light establish a
positive or negative tone?
4. SYMBOLISM: What is the symbolic meaning of three individual elements in the
work? How do these three symbols work together to establish an overall meaning
of the work?
5. TONE: Review your responses for numbers 2-4 and describe what you believe to
be the artists attitude towards the subject of this painting. Explain how two
elements from the work help establish this tone (remember that some works
have more than one tone).
6. PLOT: At what point on the plot line does the scene depicted in this work fall?
Explain how specific elements in the work helped you determine your answer.
7. THEME: State the central, underlying, and controlling idea of this work.
43
Is It Modern? Handout Day #6, Day #8
Inspiration from readwritethink.org
Is It Modern?
Identify elements from the work and explain how they reflect a characteristic of
Modernism. Be sure to include concrete references or line numbers. Remember that the
work need not embody all of the characteristics in order to be considered Modern.
Title of work ___________________________________________________________
Modern Characteristic
Tradition
World
Truth
Connections
Individual
Life
Quotation or Example
from the Work
How does the Quotation

or Example Reflect the
Modern Characteristic?
44
Concerns
The Waste Land Part IV Day #7
IV. Death by Water

Phlebas the Phoenician, a fornight dead,
Forgot the cry of gulls, and the deep seas swell
And the profit and loss.
A current under sea
Picked his bones in whispers. As he rose and fell
He passed the stages of his age and youth
Entering the whirlpool.
Gentile or Jew
O you who turn the wheel and look to windward,
Consider Phlebas, who was once handsome and tall as you.
Poetry Analysis (TP-CASTT) Day #7

T
Title
Paraphrase
Before you even think about reading the poetry or trying

to analyze it, speculate on what you think the poem
might be about based upon the title. Often time authors
conceal meaning in the title and give clues in the title.
Jot down what you think this poem will be about.
Before you begin thinking about meaning or trying to
analyze the poem, dont overlook the literal meaning of
the poem. One of the biggest problems that students
45
Connotation
Attitude
Shifts
Title
often make in poetry analysis is jumping to conclusions

before understanding what is taking place in the poem.
When you paraphrase a poem, write in your own words
exactly what happens in the poem. Look at the number
of sentences in the poem your paraphrase should
have exactly the same number. This technique is
especially helpful for poems written in the 17th and 19th
centuries. Sometimes your teacher may allow you to
summarize what happens in the poem. Make sure that
you understand the difference between a paraphrase
and a summary.
Although this term refers solely to the emotional
overtones of word choice, for this approach the term
refers to any and all poetic devices, focusing on how
such devices contribute to the meaning, the effect, or
both of a poem. You may consider imagery, figures of
speech (simile, metaphor, personification, symbolism,
etc.), diction, point of view, and sound devices
(alliteration, onomatopoeia, rhythm, and rhyme). It is not
necessary that you identify all the poetic devices within
the poem. The ones you do identify should be seen as a
way of supporting the conclusions you are going to draw
about the poem.
Having examined the poems devices and clues closely,
you are now ready to explore the multiple attitudes that
may be present in the poem. Examination of diction,
images, and details suggests the speakers attitude and
contributes to understanding. You may refer to the list of
words on Tone that will help you. Remember that
usually the tone or attitude cannot be named with a
single word Think complexity.
Rarely does a poem begin and end the poetic
experience in the same place. As is true of most us, the
poets understanding of an experience is a gradual
realization, and the poem is a reflection of that
understanding or insight. Watch for the following keys to
shifts:
- Key words, (but, yet, however, although)
- Punctuation (dashes, periods, colons, ellipsis)
- Stanza divisions
- Changes in line or stanza length or both
- Irony
- Changes in sound that may indicate changes in
meaning
- Changes in diction
Now look at the title again, but this time on an
46
Theme
interpretive level. What new insight does the title provide

in understanding the poem.
What is the poem saying about the human experience,
motivation, or condition? What subject or subjects does
the poem address? What do you learn about those
subjects? What idea does the poet want you take away
with you concerning these subjects? Remember that the
theme of any work of literature is state in a complete
sentence.

T
Title
Paraphrase
Connotation
Attitude
Shifts
Title
Theme
47
Essay Assignment Day #9
Essay Assignment
Option 1
Write an essay that classifies Pablo Picassos painting The Old Guitarist and T.S. Eliots poem
The Waste Land as Modern by identifying and explaining how specific examples from both
works reflect three different characteristics of the Modern period.
Option 2
Write an essay that classifies the T.S. Eliot poem Whispers of Immortality as Modern by
identifying and explaining how specific examples from the poem reflect three different
characteristics of the Modern period.
WEBSTER was much possessed by death
And saw the skull beneath the skin;
And breastless creatures under ground
Leaned backward with a lipless grin.
Daffodil bulbs instead of balls
Stared from the sockets of the eyes!
He knew that thought clings round dead limbs
Tightening its lusts and luxuries.
Donne, I suppose, was such another
Who found no substitute for sense;
To seize and clutch and penetrate,
Expert beyond experience,
He knew the anguish of the marrow
The ague of the skeleton;
No contact possible to flesh
Allayed the fever of the bone.
. . . . . . . .
Grishkin is nice: her Russian eye
Is underlined for emphasis;
Uncorseted, her friendly bust
Gives promise of pneumatic bliss.
The couched Brazilian jaguar
Compels the scampering marmoset
With subtle effluence of cat;
10
15
20
48
Grishkin has a maisonette;
The sleek Brazilian jaguar
Does not in its arboreal gloom
Distil so rank a feline smell
As Grishkin in a drawing-room.
And even the Abstract Entities
Circumambulate her charm;
But our lot crawls between dry ribs
To keep our metaphysics warm.
25
30
Option 3
Write an essay that classifies a Modern painting and the poem The Love Song of J. Alfred
Prufrock as Modern by identifying and explaining how specific examples from both works
reflect three different characteristics of the Modern period.
The following is a short list of suggested Modern paintings that could be used for this essay:
-
Les Demoiselles dAvignon by Pablo Picasso

The Dance I by Henri Matisse
Family of Saltimbanques by Pablo Picasso
Paysage colore aux oiseaux aquatique by Jean Metzinger
Essay Assignment Rubric Day #9
Modernism Essay Rubric

Argument and
organization
3
The thesis is strong
and clear in
statement of the
main argument. All
arguments are
clearly stated and
all paragraphs are
unified with their
topic sentences.
2
The thesis
statement is
flawed or lacking
in one area:
statement of the
main argument,
clarity, or
presentation.
Most arguments
1
The thesis
statement is
flawed or lacking
in two or more
areas: statement
of the main
argument, clarity
or presentation.
Few or no
49
are clear and most

paragraphs are
unified with their
topic sentences.
Supporting
evidence
Explanation and
analysis
Fluency and
mechanics
Two or more
pieces of properly
documented
evidence support
each source stated
in the essay
prompt. Evidence
is aligned with the
argument it
supports.
Only one piece of

evidence supports
each source stated
in the essay
prompt. Some
evidence is not
properly
documented. Most
evidence is aligned
with the argument
it supports.
Three or more
Two or more
different literary
different literary
tools are correctly tools are correctly
used to break
used to break
down and analyze down and analyze
the supporting
the supporting
evidence. All areas evidence. A
explain how the
majority of areas
result of the
explains how the
analysis supports
result of the
the main
analysis supports
argument of the
the main
essay.
argument of the
essay.
Grammar, spelling, Grammar, spelling,
and mechanical
and mechanical
errors do not
errors disrupt
disrupt
communication in
communication in no more than two
any area.
areas.
arguments are
clear. Few
paragraphs are
unified with their
topic sentences.
No specific
evidence supports
the sources stated
in the essay
prompt. Evidence
is not properly
documented. Little
or none of the
evidence is aligned
with the argument
is supports.
Only one tool, or
no literary tool, is
used to break
down and analyze
the supporting
evidence. Few or
no areas explain
how the result of
the analysis
supports the main
argument of the
essay.
Grammar, spelling,
and mechanical
errors disrupt the
communication of
ideas in three or
more areas.
50
References
Shmoop Editorial Team. (2008, November 11). T.S. Eliot. Retrieved

November 25, 2014 from http://www.shmoop.com/ts-eliot/
SparkNotes Editors. (2005). SparkNote on Pablo Picasso. Retrieved
November 21, 2014, from http://www.sparknotes.com/biography/picasso/
Wright, J. (n.d.). An Exploration of Romanticism Through Art and Poetry.

Retrieved from http://www.readwritethink.org/classroomresources/lesson-plans/exploration-romanticism-through-poetry1142.html

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Running Header: A Journey of Modernism Through Art and Poetry 2 Week Unit Plan

A Journey of Modernism through Art and Poetry

LAFS.1112.W.1.1., LAFS.1112.W.1.2., LAFS.1112.W.1.3.

Production and Distribution of Writing

LAFS.1112.W.2.4., LAFS.1112.W.2.5., LAFS.1112.W.2.6

Research to Build and Present Knowledge

LAFS.1112.W.3.7, LAFS. 1112.W.3.8, LAFS.1112.W.3.9

2 Week Unit Lesson Modernism Essay

Florida Common Core Standards:

LAFS.1112.W.1.1. Write arguments to support claims in an analysis of substantive topics or

Listen and read

Students listen to small

Break into groups (3 to 5)

In groups students discuss

Formal assessment: Worksheets Participation Grade

PowerPoint Presentation Statements that Embody or Suggest Modernism

2 Week Unit Lesson Modernism Essay

Florida Common Core Standards:

LAFS.1112.W.1.1. Write arguments to support claims in an analysis of substantive topics or

Postmodernism was a reaction to modernism. Where modernism was about objectivity,

available of any assistance,

Circulate classroom and be

*Add or delete columns as necessary

Formal assessment: Presentation on Stance that is expected for tomorrows lesson

Handout on Characteristics of Modernism

2 Week-Unit Plan- Modernism Essay

Florida Common Core Standards:

LAFS.1112.W.1.1. Write arguments to support claims in an analysis of substantive topics or

T.S. Eliot Quote Word Web

After, listen to brief review

Receive the Eliot Quote

Bring attention to quote on

Modernism and for

*Add or delete columns as necessary

Formal assessment: Small Presentation Summary

Students learn the connection of words to Modern characteristics.

Florida Common Core Standards:

LAFS.1112.W.3.9 Draw evidence from literary or informational texts to support analysis,

Students find denotative

Students find connotative

Have students find the

Ask students to consider

*Add or delete columns as necessary

Formal assessment: Students hand in Web sheet handouts

Attachments/Appendices: See Appendix

2 Week Unit Plan Modernism Essay

Florida Common Core Standards:

LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas,

Overhead projecting The Old Guitarist

Old Man Station

What image do you see in Picassos painting?

Students will be introduced

Share and answer questions

Explain that at each station,

Students receive Artwork

After students have

*Add or delete columns as necessary

Attachments/Appendices: See Appendix

2 week Unit Plan Modernist Essay