Stage 1 Desired Outcome Established Goals

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Unit Plan: Ayn Rand’s, Anthem







Stage 1 - Desired Outcome

Established Goals:







Students will be able to:

  • Identify and explain the relevant themes presented in Rand’s novel

  • Compare and contrast Rand’s fictional society to that of a real world example of an existing or preexisting society

  • Understand and define the philosophical concepts expressed in Rand’s Anthem

  • Apply philosophical concepts to a genre of writing (narrative, essay, poem, etc.)


Reads grade-level appropriate material with:

  • R–10–11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy

  • R–10–11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading

  • R–10–11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue


Students identify the meaning of unfamiliar vocabulary by…

  • R–10–2.1a Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge)


Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by…

  • R–10–3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, including words from dialects or other languages that have been adopted into our language/standard English


Demonstrate initial understanding of elements of literary texts by…

  • R–10–4.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action

  • R–10–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text

  • R–10–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information


Analyze and interpret elements of literary texts, citing evidence where appropriate by…

  • R–10–5.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time

  • R–10–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots

  • R–10–5.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text


Generates a personal response to what is read through a variety of means…

R–10–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books


Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.

Demonstrates the habit of writing extensively by…

  • W–10–11.3 Generating topics for writing (Local)

EXAMPLES: Journal writing, free writes, poetry, quick writes, scientific observations, learning logs, readers’/writers’ notebook, letters and personal notes, reading response journals, sketch journals/cartooning, songs, lyrics, reflective writing, short plays

  • W–10–11.4 Writing in a variety of genres


Students demonstrate command of the structures of sentences, paragraphs, and text by…





Essential Questions:


Students will understand …

That Individuality is essential to the human being and that we are all alike in that we are different from each other.

Conflict may be necessary in order to achieve this individuality
Communism, collectivism, conformity, and obedience are important when determining one’s independence
A peaceful community is the goal for the future of society where the individual is at the center of being


  • What is individuality?

  • Is it better to conform in society or to remain an individual?

  • What is more important, society or the individual?

  • What came first the society or the individual?

  • How do people fight for their individuality?

  • What kind of control should governments have over individuals?

  • When and why is it important to assert individuality?


It may be easy for the student to lose sight of the objectives obtained from reading Rand’s novel in the fact that it is fictional, and characterization could be easily confused in the use of we and I that Rand refers to in her Collective society

Students may become confused in Rand’s choice of pronouns in that the we suggests the individual. Students may find difficulty in differentiating amongst the political philosophies and in defining them






Students will be able to …


Students will know . . .
The importance and value of individuality

The extent that humans will go in acquiring individual freedom

Identify objectivism, communism, democracy, and collectivism as political philosophies

Assess their ideas and views on said philosophies and explain their findings

Demonstrate their personal attitudes toward a given argument and provide support for their belief

Apply their findings to the way they perceive the real world

Self evaluate and express through writing









Stage 2 - Assessment Evidence

Performance Tasks:


Other Evidence: 


The students’ depth of knowledge will be evaluated and assessed through their critical understanding of the themes in the text.

*students will write a formal letter from the perspective of Equality, to the World Council requesting permission to present their discovery to the Council of Scholars using modern reasoning

*students will be challenged critically in their understanding of the knowledge presented to them in that they will be asked to compare and contrast two dissimilar societies, to support individual opinion with evidence

*Students will be assessed on the depth of their knowledge using Bloom’s Taxonomy of Educational Objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation)

*Students will be assessed formally using the Think-Tac-Toe as they choose a path they wish to explore regarding the main text

*Students will be asked to perform a RAFT assignment that asks the student to take on different roles of characters from the text

* Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, and journals) will students demonstrate achievement of the desired results?
*Students will be assessed using homework pertaining to Rand’s Anthem; their comprehension will be evaluated through discussion questions to be answered orally and with writing exercises
*Students will maintain a working portfolio throughout the unit that captures the essential themes based upon explicit materials, handouts, class notes, returned and graded work, and responses to journal prompting
*Students will keep a journal that offers active engagement opportunities for the student to evaluate, discuss, and apply their rationale to guiding prompts

*rubrics are provided for the students understanding of the task at hand

How will students reflect upon on self-assess their learning?

Students will review rubrics for assessments

Students will participate in a workshop which requires reflection on progress

Students will participate in partner and group work that will require them to explain their understanding or questions about the novel in their own words.

Stage 3 - Learning Plan

Learning Activities:







What learning experiences and instruction will enable students to achieve the desired results?

  • Lesson 1: How Different Are You?

  • Lesson 2: Introduction and Bio info concerning author Ayn Rand

  • Lesson 3: Covering Characterization

  • Lesson 4: A Glimpse into the society of Harrison Bergeron

  • Lesson 5: Socialization Process – Building Conformity

  • Lesson 6: The Unknown Citizen by W.H. Auden

  • Lesson 7: The ANTZ Go Marching

  • Lesson 8: Writing Assignment #1 Re: ANTZ

  • Lesson 9: Writing Assignment #2 Re: Anthem by Ayn Rand

  • Lesson 10: FLY SWATTING BUG ANSWERS game


How will the design






W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?

Students will be given a syllabus that identifies the purpose of the unit so that nothing comes as a surprise to them. The students will have access to this syllabus from the onset of the unit and it will be reviewed at the start of the lesson to address any alterations, major due dates, and expectations

H = Hook all students, and Hold their interest?

The students will have the opportunity to learn using many approaches designed by the teacher. Lessons have been designed to differentiate instruction according to the diversity of learners considering Howard Gardner’s Multiple Intelligence Theory. Students will read from a variety of sources including trade books, text books, poetry, biographies, articles, film/media, and through their writing of expository, narrative, and journal summaries




E = Equip students, help them Experience the key ideas and Explore the issue?

Students will have the opportunity to work with graphic organizers, current learning technology (e.g. visual aid, computers, music, ELMO, smartboard, etc in order to support the various learning abilities. Students will be given the advantage of collaborative learning situations provided for their learning needs

R = Provide opportunities to Rethink and Revise their understandings and work?

Students will have the opportunity to edit and revise all their work including: journals, graded written work, and homework that was handed in and then resubmitted. Students will have the opportunity to host discussion groups and class discussions periods that allow for the revisitation of many of the topics

E = Allow students to Evaluate their work and its implications?

Students are given many opportunities to evaluate their own work especially their portfolio that will represent all the work that they performed towards the unit lessons. Students will be given time to reflect as individuals while revisiting their accumulated work and while a part of cooperative learning groups.



T = be Tailored (personalized) to the different needs, interests, and abilities of learners?

Student’s needs are personally addressed throughout the unit in that each student falls into a category where the student excels in learning. This has been addressed in the plans to differentiate instruction; the lessons are designed to meet the needs of all the students in the classroom and as often as possible. Students will often have the opportunity to work 1:1 with the teacher throughout the unit lessons in order to assess where the students need more support in their learning. Many times the teacher will observe the ability of the student and decide where the student needs more attention. There will be time for this mostly during the writing assignments that the students will perform.

O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Throughout the unit students will keep track of their own progress to maintain organization and structured learning. The journals will reflect the opportunities to learn whereas the student identifies his/her own strengths and weaknesses. The students will also be required to manage their written work, class activities and handouts, and graphic organizers to be contained in a single portfolio that the students can become familiar with to use as a resource for studying and keeping up with missed classes and work.








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