Understanding by Design

Curriculum Template

Overview

Unit Name: Critical Analysis of Literature as Art Teacher: Kaitlin Malixi

Subject: English Grade: 12th Grade
Briefly give a narrative overview of the learning unit:
The class will utilize an unconventional text as a means to explore the necessity of a critical eye when considering art, in particular writing, after
all the subject is called English Language Arts. Writing is a process with many steps and needs to be viewed for a variety of perspectives, with
consideration to a number of literary elements, to be better understood. This introductory unit will be a means for students to think critically about
writing in a new way and examine the process of producing a final product that has depth and meaning.

Desired Results
Established Goals:
Explore and consider new forms of literary works.
Draw parallels between writing and art forms.
Consider the importance of perspective and literary elements when analyzing a piece of work (setting, history, subject, structure, etc).
Use literary tools to provide a base for considering future works.

1
 Understanding by Design
Curriculum Template
Understandings: Essential Questions:

Students will understand that art, including writing, is a multi-step How is literature an art form? What constitutes art?
process and requires consideration of its composition. What parallels can be drawn between a visual artist and a writer?

Students will understand that literary works do not need to be What are things to consider when looking at a piece of art/literature?
presented as novels or expository writing.
Why is the format of a work critical to understanding the purpose of the
Students will know a variety of literary elements are used to artist/author?
explore the value of a given piece of literature.
How does a reader gather evidence from within the text and its composition to
Students will know that format and structure in a literary work understand the author’s purpose?
hold meaning to the significance of the work.
What is significant about the subject, setting, history, and details of a piece?
Students will know that different perspectives will provide
different interpretations of a work.

Students will be able to utilize this new approach to literary

exploration the remainder of the year.

2
 Understanding by Design
Curriculum Template

Assessment Evidence
Performance Tasks: Other Evidence:

Students will define art and what they consider to be great pieces of
art.
Students will create a journal of responses to a series of
photographs presented in the work (Photographic).
Students will explore an “unconventional” piece of literature of
their choice. They will write a brief explanation for what they
believe to be the meaning of the work, based on evidence they’ve
gathered when approaching the piece from various perspectives.
Students will share their literary “art” in a classroom art show at the
end of the week. As “curators” to the pieces, they will discuss the
significance of the piece.
Students will have a choice in a piece of literature (poem, movie, music,
comic, etc) but will need to demonstrate critical thinking by evaluating
the elements of the work. Things they may take into consideration could
be composition (why did the author choose to write a poem versus a
short story); important details (what objects does the artist/author focus
on more than others); subject (what is important about the subject the
author chose) and more.
Students will not only be able to present their analysis in written form,
but also in a visual form and verbal explanation during the classroom art
show. This gives students a variety of opportunities to present their
findings and understanding, while also offering different formats in
which they may be more comfortable and also need some stretching of
abilities and comfort.

3
 Understanding by Design
Curriculum Template

Learning Plan
Day Essential Standard(s) Content Resources/ Materials Learning Activities
Question(s)
1 What constitutes art? CC.1.4.11–12.S Discuss Photographic: The Journals Write a journal response
Life of Graciela Iturbide to a selection of images
How is literature an Draw evidence from Graphic Novel from the graphic novel.
art form? literary or Define art and literature
informational texts through discussion. Create Poster paper and Create definitions for art
What parallels can be to support analysis, agreed upon definitions. markers/pens and literature, specifically
drawn between a reflection, and literature as an art form.
visual artist and a research, applying Discuss how literature can be
writer? grade-level reading a form of art and draw Create a Venn diagram for
standards for parallels to visual arts, such the intersection of art and
literature and as photography. literature.
literary nonfiction.
HW: Brainstorm a list of
ways an individual might
develop a piece of art,
taking into consideration
Graciela Iturbide’s
methods from the story.
2 What parallels can be CC.1.2.11–12.D Discuss students list of ideas Journals Write a journal response
drawn between a regarding ways to develop a to a selection of images
Evaluate how an
visual artist and a piece of art. Poster paper and from the graphic novel.
author’s point of
writer? view or purpose markers/pens
shapes the content Connect the list of ideas for In small groups, students
and style of a text. creating art to the steps of will take the list of
What are things to producing a piece of writing. procedural steps for
consider when CC.1.2.8.G creating art and develop
looking at a piece of Evaluate the
Accessing prior knowledge list for producing a literary
art/literature? advantages and and using discussion of steps work/things an author may
disadvantages of to producing a piece of consider.
using different literature, discuss a list of
mediums (e.g., print literary elements to consider As a large group, the class
or digital text, video,
4
 Understanding by Design
Curriculum Template
multimedia) to when analyzing a piece of will create a standard list
present a particular literature. of literary elements to
topic or idea.
collectively consider when
CC.1.2.9–10.G analyzing future literature
Analyze various in and out of the class.
accounts of a
subject told in
different mediums HW: Select a piece of
(e.g., a person’s life
story in both print
literary art to begin
and multimedia), analyzing.
determining which
details are
emphasized in each
account.

3 What is significant CC.1.3.11–12.B Using the chosen piece of Journals Write a journal response
about the subject, literature, explore and gather to a selection of images
setting, history, and Cite strong and evidence and information Copies of chosen literary from the graphic novel.
details of a piece? thorough textual related to the text. art to analyze.
evidence to Using the standard list of
Why is the format of support analysis literary elements to
a work critical to of what the text consider in piece of work
understanding the says explicitly, as generated in the previous
purpose of the artist well as class, students will have
author? inferences and time to individually
conclusions research and develop an
How does a reader based on and analysis of their chosen
gather evidence from related to an work.
within the text and its author’s implicit
composition to and explicit HW: Begin writing a brief
understand the assumptions and summary of the meaning
author’s purpose? beliefs. of chosen work based on
textual evidence and
5
 Understanding by Design
Curriculum Template
research.

4 What is significant CC.1.3.11–12.C Create information plaque Computer lab/computer Write a journal response
about the subject, and visual display of chosen access to a selection of images
setting, history, and Analyze the literary piece (or section of from the graphic novel.
details of a piece? impact of the literary piece). Card stock
author’s choices Similar to informational
Why is the format of regarding how to Poster board plaques in art museums
a work critical to develop and for visual art, students will
understanding the relate elements Markers use their research and
purpose of the artist of a story or written summary to create
author? drama. an information plaque and
a visual representation of
How does a reader their chosen literary work
gather evidence from for the classroom art
within the text and its show.
composition to
understand the HW: Students will finish
author’s purpose? writing summary to turn in
at the end of the week.
Students will also
complete any final touches
to visual presentation.
5 What is significant CC.1.3.11–12.C Student Art Show Displays Students will display their
about the subject, visual products and
setting, history, and Analyze the Discussion/presentation of informational plaques.
details of a piece? impact of the final products
author’s choices Students will act as
Why is the format of regarding how to curators, giving a brief
a work critical to develop and snapshot of their literary
understanding the relate elements art.
purpose of the artist of a story or The class will debrief in a

6
 Understanding by Design
Curriculum Template
author? drama. group discussion of how
to apply this critical
How does a reader analysis to future works
gather evidence from discussed throughout the
within the text and its remainder of the year.
composition to
understand the
author’s purpose?