NEWARK PUBLIC SCHOOLS
NEWARK PUBLIC SCHOOLS
Women in Literature
CURRICULUM GUIDE
2008
NEWARK PUBLIC SCHOOLS
A D M I N I S T R A T I O N
2008-2009
State District Superintendent……………………………………………………………………………………………Dr. Clifford B. Janey
State District Deputy Superintendent
Chief Financial Officer Mr. Ronald Lee
School Business Administrator
Chief of Staff Ms. Sadia White
Assistant Superintendent Ms. Joanne C. Bergamotto
School Leadership Team I
Assistant Superintendent Mr. Roger Leon
School Leadership Team II
Assistant Superintendent Dr. Glenda Johnson-Green
School Leadership Team III
Assistant Superintendent Ms. Lydia Silva
School Leadership Team IV
Assistant Superintendent Dr. Don Marinaro
School Leadership Team V
Assistant Superintendent Dr. Gayle W. Griffin
Department of Teaching and Learning
Assistant Superintendent Dr. Kevin West
Department of Special Programs
TABLE OF CONTENTS
Title Page 1
Board Members 2
Administration 3
Table of Contents 4
District Mission Statement 5
District Goals and Guiding Principles 6
Curriculum Committee 8
Course Philosophy 9
Course Description 10
Recommended Textbooks 11-16
Course Proficiencies 17-18
Curriculum Units 19-21
Course Pacing 22
Standards, Goals, and Objectives 23-133
Appendix 133-217
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value education.
Dr. Clifford B. Janey
State District Superintendent
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS
• Goal 1 IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.
• Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.
• Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.
--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.
--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.
• Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GUIDING PRINCIPLES
• FOCUS ON STUDENTS
Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.
• HIGH EXPECTATIONS / STANDARDS DRIVEN
All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning.
• CARING AND SAFE ENVIRONMENT
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.
• SHARED DECISION MAKING
The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.
CURRICULUM COMMITTEE
Ashley Burroughs – Teacher
Regina Covington – Teacher
Marie Gironda - Teacher
Newark Public Schools
Women in Literature
Course Philosophy
C o u r s e P h i l o s o p h y
The ultimate goal of Women in Literature is to offer high school juniors and seniors a full year forty minute seminar or a half year eighty minute seminar that increases awareness of literature written by women who lived and wrote in various cultures, geographical locations, and time periods. Women in Literature will also enable students to understand and analyze women’s struggles through the reading and discussion of literature by women. This analysis will also seek to develop and enhance diverse skills such as critical reading, critical thinking, cooperative learning, methods of inquiry, organization, research methods, time management, verbal communication, and writing/editing, with respect to the various genres discussed in the course.
Women in Literature will provide a diversified and multi-faceted selection of texts that will include a variety of writing styles and numerous themes designed to expose the reader to the literary contributions of women authors who have been omitted from the standard Language Arts Curriculum. Students will also be encouraged to identify and analyze terminology specific to Women’s Studies, such as Feminism and Anti-Feminism, Female Archetypes, Patriarchal and Matriarchal Concepts, Canon and Canonization, and Herstory versus History, among others. All terminology assimilated in this course may be applied to other coursework in literature
Students who complete this course will be aptly prepared to apply their new understanding of Women’s Literature to the analysis of women’s accomplishments in all fields of study, such as Science, Mathematics, Social Studies, Physical Education, and Health. The verbal, written, and technological activities in this curriculum may be applied in all academic disciplines. Ultimately, the students will complete projects in which they will inspire the school and civic community to be more cognizant of Women’s Literature and of the impact of women in the development of literary, cultural and historical movements.
Newark Public Schools
Women in Literature
Course Description
Women in Literature, a full year forty minute seminar or half year eighty minute course, provides a forum in which students will read, discuss, analyze, and evaluate literature written by women from various cultures, geographical locations, and time periods, through the use of academic texts, interactive websites, research materials, historical information, and study guides, as well as activities designed to foster an appreciation for the various struggles and accomplishments specific to women’s experiences. The units in this course will be based upon the following themes: Social/ Political Equality, Self-Perception, Female Unity, Marital Relationships, Maternity/ Child-Rearing, and Leadership Roles/ Positions of Power. The structure of the course is a Socratic Discussion Seminar, in which all students, both male and female, will be encouraged to contribute their interpretations and analyses of the required readings.
Self-evaluation and communication activities, Socratic questioning and discussion techniques, comprehension/ analysis/critical reading exercises, cooperative learning group activities, writing prompts, evaluations of audio-visual materials, and community service projects are the central instructional strategies implemented in this course. All literary genres will be incorporated within the structure of this course, including poetry, novels, plays, short stories, magazine and newspaper articles, essays, diaries, biographies, autobiographies, and personal accounts. Analyses of the components of these various genres will prepare students to utilize these materials in all subject areas, providing inter-curricular connections.
This course will also foster the use of technology through the use of search engines, websites, and databases, as well as in the following activities: constructing power point presentations, creating dialectical journal charts, proofreading and editing essays, locating community service projects, creating and utilizing blogs, and creating pamphlets/brochures/posters/flyers reflecting their analyses of required readings. All of these technological skills may be applied to assignments in other subject areas.
Recommended Textbooks/Resources
Gilbert, Sandra M. and Gubar, Sandra M. Ed. The Norton Anthology of Literature by Women. 2007. New York: Norton and Company: New York. ISBN:
9780393930153.
Teacher Reference Texts
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Alcott, Louisa May. Little Women. 2005. New York: Barnes and Noble. ISBN: 9781593083663.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426.
Angelou, Maya. I Know Why The Caged Bird Sings. 1993. New York: Virago. ISBN: 9780860685111.
Angelou, Maya. The Complete Collected Works of Maya Angelou. 1994. New York: Random House. ISBN: 9780679428954.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Baillie, Joanna. Joanna Baillie: A Selection of Poems and Plays. 2002. London: Pickering and Chatto. ISBN: 97818519663584.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP.
ISBN: 9781425539221.
Blaisdell, Robert. Great Speeches by Native Americans. 2000. New York: Dover. ISBN: 9780486411224.
Boland, Eavan. New Collected Poems. 2008. New York: Norton. ISBN: 9780393065794.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Brooks, Gwendolyn. Selected Poems of Gwendolyn Brooks. New York: Harper Collins. ISBN: 9780060882969.
Brown, Dee Alexander. Ed. Bury My Heart at Wounded Knee: An Indian History of the American West. 2001. New York: Henry Holt. ISBN:
9780805066692.
Buck, Pearl S. The Good Earth. 2005. New York: Simon and Schuster. ISBN: 9781416500186.
Cheney, Edna D. Louisa May Alcott: Life, Letters, and Journals. 2003. ISBN: 9780766174399.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Deitch, Donna. The Women of Brewster Place. 1989. Burbank: Xenon. ASIN: B0000560W1.
Di Prima, Diane. Pieces of Song: Selected Poems. 2001. New York: City Lights. ISBN: 9780872862371.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802.
Fahs, Breanne.. Sparkcharts: Women’s Studies. 2005. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Gen, Jish. Who’s Irish? Short Stories. 2000. New York: Vintage. ISBN: 9780375705922.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. 1989. New York: Bantam. ISBN: 9780553213751.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290.
Goodison, Lorna. Turn Thanks: POEMS. 1999. Chicago: Illinois UP. ISBN: 9780252067884.
Gordon, Charlotte. Mistress Bradstreet: The Untold Life of America’s First Poet. 2005. New York: Little, Brown, and Company. ISBN: 9780641869181.
Green, Rayna. Ed.1984. That's What She Said: Contemporary Poetry and Fiction by Native American Women. Indiana: Indiana UP. ISBN:
9780253203380.
Greene, J. Lee. Time’s Unfading Garden: Anne Spencer’s Life and Poetry. 1977. Baton Rouge: Louisiana UP. (Library Reference only).
Hamilton, Edith. Mythology. 1998. New York: Back Bay Books. ISBN: 978-0316341516.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Heinrich, Christoph. Ed.. Monet. 2000. New York: Taschen America. ISBN: 9783822859728.
Holdstein, Deborah H. 2000. The Prentice-Hall Anthology of Women’s Literature. Upper Saddle River: Prentice-Hall. ISBN: 0-13-081974-3.
Hooper, Tom. Queen Elizabeth I. [DVD]. 2006. New York: HBO Home Video. ASIN: B000FO0AHO.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Jacob, Harriet. Incidents in the Life of a Slave Girl. 2005. New York: Barnes and Noble. ISBN: 9781593082833.
Kaufman, Shirley. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present: A Bilingual Anthology. 1999. New York: Feminist press at
CUNY. ISBN: 9781558612242.
Lahari, Jhumpa. Unaccustomed Earth. 2008. New York: Knopf. ISBN: 97803072665739.
Levertov, Denise. The Selected Poems of Denise Levertov. 2003. New York: New Directions. ISBN: 9780811215541.
Linthwaite, Illona. Ain’t I A Woman? 1993. New York: Wings Books. ISBN: 0-517-09365-0
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Mansfield, Katherine. Katherine Mansfield’s Collected Stories. 2005. New York: Norton. ISBN: 9780393925333.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Meehan, Paula. Pillow Talk. 1999. New York: Gallery. ISBN: 9781852351335.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416.
Morrison, Toni. Song of Solomon. 2004. New York: Vintage. ISBN: 9781400033423.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Randon House. ISBN: 9780375761232.
Murfin, Ross. And Ray, Supryia M. Ed.. The Bedford Glossary of Literary Terms. 2003New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Ozick, Cynthia. The Cynthia Ozick Reader. Indiana: Indiana UP. ISBN: 9780253210531.
Ozick, Cynthia. The Shawl. 1990. New York: Vintage. ISBN: 978067972926.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Reitman, Jason. Juno. 2008. Los Angeles: Twentieth Century Fox. ASIN: B000YABYLA.
Richardson, Henry Handel. Getting of Wisdom. 2008. New York: Book Jungle. ISBN: 9781605974200.
Sparknotes Staff. 2006. Women’s Literature: The Perfect Companion. New York: Spark Publishing. ISBN: 1-4114-0338-X.
Silko, Leslie Marmon. Ceremony. 1986. New York: Penguin. ISBN: 9780140086836.
Tan, Amy. The Bonesetter’s Daughter. 2002. New York: Random House. ISBN: 978804114981.
Tan, Amy. The Joy Luck Club. 2006. New York: Penguin. ISBN: 9780143038092.
Truth, Sojourner. 2005. The Narrative of Sojourner Truth. New York: Barnes and Noble. ISBN: 9781593082932.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Wang, Wayne. The Joy Luck Club. [DVD]. 2002. Burbank: Buena Vista. ASIN: B0000JKGK.
Weir, Alison. The Life of Queen Elizabeth I. 1999. New York: Ballantine. ISBN: 9780345425508.
Wheatley, Phillis. Phillis Wheatley: Complete Writings. New York: penguin. ISBN: 9780140424300.
Wilson, Michael. Ed. The Impressionists. 1995. New York: Phaidon Press. ISBN: 9780714826615.
Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton. ISBN: 97803939557829.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Woolf, Virginia. Complete Shorter Works of Fiction. 1989. New York: Harvest. ISBN: 9780156212502.
Wright, Joe. Director. Pride and Prejudice. [DVD]. Hollywood: Walt Disney Video. 2005. ASIN: B000E1ZBGS
Zefferelli, Franco. Director. Jane Eyre [DVD]. ASIN: B00007K02F.
Further Resources Recommended
Ackland, Michael. Henry Handel Richardson: A Life. 2007. Cambridge: Cambridge UP. ISBN: 9780521678643.
Austen, Jane. Mansfield Park. 2004. New York: Barnes and Noble. ISBN: 9781593081546.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Austen, Jane. Sense and Sensibility. 2004. New York: Barnes and Noble. ISBN: 9781593081256.
Bronte, Charlotte. Jane Eyre. 2004. New York: Barnes and Noble. ISBN: 9781593081638.
Bronte, Emily. Wuthering Heights. 1996. New York: Dover. ISBN: 9780486292564.
Brooks, James L. Terms of Endearment. [DVD]. 2001. Los Angeles: Paramount. ASIN: B0000S52F6.
Butler, Octavia E. Kindred. 2004. New York: Beacon Press. ISBN: 9780807083697.
Cather, Willa. My Antonia. 2003. New York: Barnes and Noble. ISBN: 9781593080242.
Delamotte, Eugenia, Meeker, Natania, and O’Barr, Jean. Ed.Women Imagine Change: A Global Anthology of Women's Resistance from 600 B.C.E. to
Present. 1997. New York: Routledge. 9780415915304.
Eliot, George. (Mary Ann Evans). 2003. Middlemarch. New York: Barnes and Noble. ISBN: 9781593080235.
Gates, Henry Louis. Trials of Phillis Wheatley: America’s First Black Poet and Her Encounters with the Founding Fathers. 2003. New York: Basic Civitas
Books. ISBN: 9780465027293.
Hansberry, Lorraine. A Raisin in the Sun. New York: Knopf. ISBN: 9780679755333.
Hurston, Zora Neale. Their Eyes Were Watching God. New York: Harper. ISBN: 9780061120060.
MacBain-Stephens. 2006. Women’s Suffrage: Giving the Right to Vote to All Americans. New York: Rosen Publishing Group. ISBN: 9781-4042
-0869-0.
Martin, Darnell. Their Eyes Were Watching God. [DVD]. 2005. Los Angeles: Buena Vista. ASIN: B000AJJNMM.
McCormick, Patricia. Sold. 2006. New York: Hyperion Books. ISBN: 9780786851713.
Menchu, Rigoberta. I, Rigoberta Menchu, An Indian Woman in Guatemala. 1987. New York: Verso. ISBN: 9780860917885.
Naylor, Gloria. Women of Brewster Place. 1983. New York: Penguin. ISBN: 978140066906.
Rinaldi, Ann. Hang a Thousand Trees with Ribbons: The Story of Phillis Wheatley. 2005. New York: Gulliver Books. ISBN: 9780152053932.
Ross, Herbert. Steel Magnolias. 2000. Los Angeles: Sony. ASIN: B00004TKK.
Truth, Sojourner. The Narrative of Sojourner Truth. 2005. New York: Barnes and Noble. ISBN: 9781593082932.
Walker, Alice. The Color Purple. 1992. New York: Harcourt. ISBN: 9780151191543.
Wilson, Douglas. Beyond Statliest Marble: The Passionate Femininity of Anne Bradstreet. 2001. New York: Cumberland. ISBN: 9781581821642.
Wharton, Edith. House of Mirth. 2004. New York: Barnes and Noble. ISBN: 9781593081539.
Wright, Joe. Director. Pride and Prejudice. [DVD]. Hollywood: Walt Disney Video. 2005. ASIN: B000E1ZBGS.
Yezierska, Anzia. 2003. Bread Givers. New York: Persea Books. ISBN: 978-0-89255-290-0.
Simoneau, Yves. Director. Bury My Heart at Wounded Knee. [DVD]. 2007.Burbank: HBO Home Video. ASIN: B000R20164.
Course Proficiencies
Unit 1: Social and Political Equality
Students will explore the portrayal of women across cultures, geographical locations, and time periods through the critical reading and analysis of selected literary works. Students will examine the struggles of women to attain social and political equality by acquainting themselves with female literary characters who faced these struggles. Students will gain an increased awareness of Social and Political Inequality for Women and then share this awareness with the school and civic community through community service and community awareness programs.
Unit 2: Self-Perception
Students will analyze and evaluate their own self-image and then examine their perceptions of the roles of women in society through the critical reading of selected literary works. Students will gain awareness of internal and external forces that contribute to self-deprecation and self-destruction by analyzing specific literary characters. Students will also analyze literary characters who experienced an epiphany or rite of passage which resulted in a positive growth in that character’s self-perception. Students will create posters, banners, blogs, and websites to increase awareness of characteristics that constitute a female’s self-knowledge and self-perception.
Unit 3: Female Unity
Students will gain awareness of other women’s needs and ways by which they can assist other women by reading and analyzing selected literary works. Students will examine and evaluate ways by which women demonstrated Female Unity in the past and then devise methods by which women can unify today by examining websites, articles, speeches, and literary works. Students will develop ways in which men can also be educated about the needs of women and how they can assist in the enhancement of women’s intellectual, social, and political growth.
Unit 4: Marital Relationships
Students will examine the evolution of marriage as an institution across cultures, geographical locations, and time periods through the critical reading and analysis of selected literary works. Students will discuss the struggles experienced by women in the attempt to construct a balance between marital obligations, societal demands of married women, financial security versus romantic love, and the woman’s desire to pursue a career for her own personal fulfillment by evaluating selected literary characters. Students will conduct surveys of married women to enhance their understanding of the application of literary works to daily life.
Unit 5: Maternity/ Child-Rearing
Students will study maternal roles across cultures, geographical locations, and time periods through the critical reading and analysis of selected literary works. Students will create posters illustrating the numerous demands and challenges required of individuals who are assuming the maternal role by examining literary characters and critically reading articles and websites related to this topic. Students will identify the characteristics of the mother/son role
and the mother/daughter role, accentuating the similarities and differences by examining these relationships in selected literary works. Students wil examine the evaluation of a maternal figure by the behavior/decisions/verbalization of the children.
Unit 6: Leadership Roles/ Positions of Power
Students will delineate leadership roles that were held by women in the past by critically reading historical information and literary works, and then examine these same roles in modern society across cultures, geographical locations, and time periods through the critical reading and analysis of selected literary works. Students will analyze the effects on the community when a woman assumes a leadership role or position of power by examining selected literary characters. Students will raise awareness regarding the necessity for woman to assume leadership roles and positions of power in the school and civic community by creating a newsletter and posters to be displayed and distributed.
Curriculum Units
The primary text for this course is as follows:
Gilbert, Sandra M. and Gubar, Sandra M. Ed. The Norton Anthology of Literature by Women. 2007. New York: Norton and Company: New York.
ISBN: 9780393930153.
Most of the readings for this course are extracted from the primary text. Any reading marked with an asterisk (*) is not included in the primary text.
Unit 1: Social and Political Equality
“Daughters of the Late Colonel” – Katherine Mansfield – Volume II Page 321
“In Search of Our Mother’s Gardens” – Alice Walker – Volume II Page 1296
“Barbie Doll” – Marge Piercey *
“For Joy Hario” – Coosaponeeska*
A Room of One’s Own (excerpt) – Virginia Woolf – Volume II Page 1314
I Know Why the Caged Bird Sings (excerpt) – Maya Angelou Volume II Page 361
“To His Excellency, General Washington” – Phillis Wheatley Volume I Page 249
“The Shawl” – Cynthia Ozick – Volume II Page 932
“The Flowers” (extra reading) – Alice Walker*
“Persephone Falling” (Extra Reading) – Rita Dove*
Unit 2: Self-Perception
“Ain’t I A Woman” – Sojourner Truth – Volume I Page 510
“The Author to Her Book” – Ann Bradstreet – Volume I Page 88
“I, Being Born a Woman and Distressed” – Edna St. Vincent Millay – Volume 2 Page 446
“Song in the Front Yard” – Gwendolyn Brooks – Volume II Page 782
“In His Own Image” and “Anorexic” – Eavan Boland – Volume II Pages 1289-1290
The Awakening (entire text) – Kate Chopin – Page 1011
(The Bluest Eye by Toni Morrison may be used as an alternate text here, if books are available to the teacher)
“Naked Girl and Mirror” – Judith Wright – Volume II Page 728
“Barbie Q” * - Sandra Cisneros
Unit 3: Female Unity
“Poets in the Kitchen” – Paule Marshall – Volume II Page 955
“The Sisters” – Amy Lowell – Volume II Page 137
“The Sisters” – Judith Wright – Volume II Page 724
“Two Hanged Women” – Henry Handel Richardson (Ethel Florence Lindsay Richardson) – Volume II Page 88
“Goblin Market” – Christina Rosetti – Volume I Page 1089
“Letter to My Sister” – Anne Spencer – Volume II Page 260
Little Women* (ancillary reading) – Louisa May Alcott
The Joy Luck Club* - (excerpts) DVD – Wayne Wang (director)
Unit 4: Marital Relationships
“Story of an Hour”* - Kate Chopin
“The Temporary Matter” – Jhumpa Lahari – Volume II Page 1498
“Woman Hollering Creek”– Sandra Cisneros – Volume II Page 1400
“The Revolt of Mother” – Mary Freeman – Volume I Page 1346
“The Wedding” – June Jordan – Volume II Page 1093
“Divorcing” – Denise Levertov – Volume II Page 863
“His Wife” – Kaufman – Volume II Page 878
“Let Them Ask Their Husbands” – Dilys Lang – Volume II Page 593
“Letters to John Adams” – Abigail Adams – Volume I – Page 316
“The Yellow Wallpaper” Perkins – Volume I Page 1392
Their Eyes are Watching God* – Zora Neale Hurston (excerpts)
The Wedding – Dorothy West (ancillary reading)
Jane Eyre* – DVD – Jane Austen (ancillary film)
Pride and Prejudice* – Jane Austen (ancillary film)
Unit 5: Motherhood
“The Mother” – Gwendolyn Brooks – Volume II Page 781
“The Lost Baby Poem” – Lucille Clifton – Volume II Page 1120
“The Slave Mother” – Frances W. Harper – Volume I page 1026
“The Master Bed” – Julia Alvarez – Volume II Page 1324
“Mother, The Great Stone Got to Move” – Lorna Goodison – Volume II Page 1324
“A Mother To Her Waking Infant” – Volume I Page 401
“Song For a Baby – O, Unborn” – Diane Di Prima – Volume II Page 1084
“Child Burial” – Paula Meehan – Volume II Page 1429
“Who’s Irish?” – Gish Jen – Volume II Page 1437
Beloved – Toni Morrison (ancillary reading)
Steel Magnolias* - DVD (ancillary material)
Terms of Endearment*- DVD (ancillary material)
Juno*-DVD (ancillary material)
Unit 6: Leadership Roles/ Positions of Power
A Vindication of the Rights of Woman – Mary Wollstonecraft – Volume I Page 37
“The Rights of Woman” – Anna Laetitia Barbauld
“Letters to John Adams [Man is a Dangerous Creature]” – Volume I Page 316
“Speech to the Troops at Tilbury” – Queen Elizabeth I – Volume I Page 67
“Professions of Women” – Volume II Page 224
“Rosa” – Rita Dove” – Volume II Page 1390
Queen Elizabeth I [DVD]*
Erin Brokovich [DVD]*
Norma Rae [DVD]*
Suggested Course Pacing
This Pacing is created for a seminar that would be held either as a full year forty minute seminar or a half year eighty minute seminar, excluding all holidays, workshop days.
| | | |
|C u r r i c u l u m U n i t s |R e g u l a r S c h e d u l e P a c i n g |B l o c k S c h e d u l e P a c i n g |
|UNIT 1 Social and Political Equality |25 days |12 1/2 days |
|UNIT 2 Self-Perception |25 days |12 1/2 days |
|UNIT 3 Female Unity |25 days |12 1/2 days |
|UNIT 4 Marital Relationships | 25 days |12 1/2 days |
|UNIT 5 Maternity and Child-Rearing |25 days |12 1/2 days |
|UNIT 6 Leadership Roles/ Positions of Power |25 days | 12 1/2 days |
*Note: Any school that wishes to use this curriculum as a regular schedule half-year course or as a lab link course could simply use the same units but decrease the required readings in each unit.
Standards Implemented in This Curriculum
|STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT |
|AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. |
A. Concepts About Print/Text
3.1.12.A.1 Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
3.1.12.A.2 Identify interrelationships between and among ideas and concepts within a text, such as cause-and-effect
relationships.
B. Phonological Awareness
No additional indicators at this grade level
C. Decoding and Word Recognition
3.1.12.C.1 Decode new words using structural and context analysis.
D. Fluency
3.1.12.D.1 Read developmentally appropriate materials (at an independent level) with accuracy and speed.
3.1.12.D.2 Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.12.D.3 Read a variety of genres and types of text with fluency and comprehension.
E. Reading Strategies (before, during, and after reading)
3.1.12.E.1 Assess, and apply reading strategies that are effective for a variety of texts (e.g., previewing, generating questions, visualizing, monitoring, summarizing, evaluating).
3.1.12.E.2 Use a variety of graphic organizers with various text types for memory retention and monitoring comprehension.
3.1.12.E.3 Analyze the ways in which a text’s organizational structure supports or confounds its meaning or purpose.
F. Vocabulary and Concept Development
3.1.12.F.1 Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.12.F.2 Use knowledge of root words to understand new words.
3.1.12.F.3 Apply reading vocabulary in different content areas.
3.1.12.F.4 Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.
3.1.12.F.5 Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast.
G. Comprehension Skills and Response to Text
3.1.12.G.1 Apply a theory of literary criticism to a particular literary work.
3.1.12.G.2 Analyze how our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
3.1.12.G.3 Compare and evaluate the relationship between past literary traditions and contemporary writing.
3.1.12.G.4 Analyze how works of a given period reflect historical and social events and conditions.
3.1.12.G.5 Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
3.1.12.G.6 Interpret how literary devices affect reading emotions and understanding.
3.1.12.G.7 Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
3.1.12.G.8 Recognize the use or abuse of ambiguity, contradiction, paradox, irony, incongruities, overstatement and understatement in text and explain their effect on the reader.
3.1.12.G.9 Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.12.G.10 Identify and understand the author’s use of idioms, analogies, metaphors, and similes, as well as metrics, rhyme scheme, rhythm, and alliteration in prose and poetry.
3.1.12.G.11 Identify the structures in drama, identifying how the elements of dramatic literature (e.g., dramatic irony, soliloquy, stage direction, and dialogue) articulate a playwright’s vision.
3.1.12.G.12 Analyze the elements of setting and characterization to construct meaning of how characters influence the progression of the plot and resolution of the conflict.
3.1.12.G.13 Analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.
3.1.12.G.14 Identify and analyze recurring themes across literary works and the ways in which these themes and ideas are developed.
Informational Text
3.1.12.G.15 Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.12.G.16 Distinguish between essential and nonessential information.
3.1.12.G.17 Analyze the use of credible references.
3.1.12.G.18 Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
3.1.12.G.19 Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.
3.1.12.G.20 Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).
3.1.12.G.21 Distinguish between a summary and a critique.
3.1.12.G.22 Summarize informational and technical texts and explain the visual components that support them.
3.1.12.G.23 Evaluate informational and technical texts for clarity, simplicity and coherence and for the appropriateness of graphic and visual appeal.
3.1.12.G.24 Identify false premises in an argument.
3.1.12.G.25 Analyze foundational U.S. documents for their historical and literary significance and how they reflect a common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham Jail”).
H. Inquiry and Research
3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received.
3.1.12.H.2 Develop materials for a portfolio that reflect a specific career choice.
3.1.12.H.3 Develop increased ability to critically select works to support a research topic.
3.1.12.H.4 Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.
3.1.12.H.5 Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.
3.1.12.H.6 Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
3.1 12.H.7 Produce written and oral work that demonstrates synthesis of multiple informational and technical sources.
3.1.12.H.8 Produce written and oral work that demonstrates drawing conclusions based on evidence from informational and technical text.
3.1.12.H.9 Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings) to determine how authors reach similar or different conclusions.
|STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES |
|AND PURPOSES. |
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
3.2.12.A.2 Define and narrow a problem or research topic.
3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3.2.12.A.4 Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.12.A.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
3.2.12.A.6 Review and edit work for spelling, usage, clarity, and fluency.
3.2.12.A.7 Use the computer and word-processing software to compose, revise, edit, and publish a piece.
3.2.12.A.8 Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.2.12.A.9 Reflect on own writing and establish goals for growth and improvement.
B. Writing as a Product (resulting in a formal product or publication)
3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
3.2.12.B.2 Critique published works for authenticity and credibility.
3.2.12.B.3 Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development. 3.2.12.B.4 Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
3.2.12.B.5 Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper, etc.
3.2.12.B.6 Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
3.2.12.B.7 Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources from books, periodicals, interviews, discourse, electronic sources, etc.
3.2.12.B.8 Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
3.2.12.B.9 Provide compelling openings and strong closure to written pieces.
3.2.12.B.10 Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
3.2.12.B.11 Use the responses of others to review content, organization, and usage for publication.
3.2.12.B.12 Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
3.2.12.B.13 Write sentences of varying length and complexity using precise vocabulary to convey intended meaning.
C. Mechanics, Spelling, and Handwriting
3.2.12.C.1 Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).
3.2.12.C.2 Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3.2.12.C.3 Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.12.C.4 Use transition words to reinforce a logical progression of ideas.
3.2.12.C.5 Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
3.2.12.C.6 Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.12.C.7 Create a multi-page document using word processing software that demonstrates the ability to format, edit, and print.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience.
3.2.12.D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that:
Develops a thesis;
Creates an organizing structure appropriate to purpose, audience and context;
Includes relevant information and excludes extraneous information;
Makes valid inferences;
Supports judgments with relevant and substantial evidence and well-chosen details; and
provides a coherent conclusion.
3.2.12.D.3 Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
3.2.12.D.4 Apply all copyright laws to information used in written work.
3.2.12.D.5 When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
3.2.12.D.6 Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, college applications, and written proposals.
3.2.12.D.7 Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
3.2.12.D.8 Analyze deductive arguments (if the premises are all true and the argument’s form is valid, the conclusion is true) and inductive arguments (the conclusion provides the best or most probable explanation of the truth of the premises, but is not necessarily true.)
|STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES |
|AND PURPOSES. |
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Discussion
3.3.12.A.1 Support a position integrating multiple perspectives.
3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions.
3.3.12.A.3 Assume leadership roles in student-directed discussions, projects, and forums.
3.3.12.A.4 Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
B. Questioning (Inquiry) and Contributing
3.3.12.B.1 Ask prepared and follow-up questions in interviews and other discussions.
3.3.12.B.2 Extend peer contributions by elaboration and illustration.
3.3.12.B.3 Analyze, evaluate, and modify group processes.
3.3.12.B.4 Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.12.B.5 Question critically the position or viewpoint of an author.
3.3.12.B.6 Respond to audience questions by providing clarification, illustration, definition, and elaboration.
3.3.12.B.7 Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.3.12.B.8 Paraphrase comments presented orally by others to clarify viewpoints.
3.3.12.B.9 Give and follow spoken instructions to perform specific tasks to answer questions or to solve problems.
C. Word Choice
3.3.12.C.1 Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communications.
3.3.12.C.2 Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
D. Oral Presentation
3.3.12.D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, and personal expression).
3.3.12.D.2 Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words).
3.3.12.D.3 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.
3.3.12.D.4 Edit drafts of speeches independently and in peer discussions.
3.3.12.D.5 Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
3.3.12.D.6 Use a rubric to self-assess and improve oral presentations.
|STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. |
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Active Listening
3.4.12.A.1 Discuss, analyze and extend ideas heard orally.
3.4.12.A.2 Distinguish emotive from persuasive oral rhetoric.
3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communications.
3.4.12.A.5 Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective.
B. Listening Comprehension
3.4.12.B.1 Summarize, make judgments, and evaluate the content and delivery of oral presentations.
3.4.12.B.2 Evaluate the credibility of a speaker.
3.4.12.B.3 Determine when propaganda and argument are used in oral forms.
3.4.12.B.4 Listen and respond appropriately to a debate. 3.4.12.B.5 Follow oral directions to perform specific tasks to answer questions or solve problems.
3.4.12.B.6 Paraphrase information presented orally by others.
3.4.12.B.7 Analyze the ways in which the style and structure of a speech supports or confuses its meaning or purpose.
|STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND |
|RESOURCES. |
A. Constructing Meaning from Media
3.5.12.A.1 Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
3.5.12.A.2 Identify and evaluate how a media product expresses the values of the culture that produced it.
3.5.12.A.3 Identify and select media forms appropriate for the viewer's purpose.
3.5.12.A.4 Examine the commonalities and conflicts between the visual and print messages (e.g., humor, irony, or metaphor) and recognize how words, sounds, and images are used to convey the intended messages.
B. Visual and Verbal Messages
3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.12.B.2 Analyze visual techniques used in a media message for a particular audience and evaluate their effectiveness.
3.5.12.B.3 Analyze the effects of media presentations and the techniques to create them.
3.5.12. B.4 Compare and contrast how the techniques of three or more media sources affect the message.
C. Living with Media
3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and performing arts standards).
3.5.12.C.2 Identify and discuss the political, economic, and social influences on news media.
3.5.12.C.3 Identify and critique the forms, techniques (e.g., propaganda) and technologies used in various media messages and performances.
3.5.12.C.4 Create media presentations and written reports using multi-media resources using effective images, text, graphics, music and/or sound effects that present a distinctive point of view on a topic.
NEWARK PUBLIC SCHOOLS
Women in Literature
CURRICULUM GUIDE
Curriculum Pages
2008
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NEWARK PUBLIC SCHOOLS
Women in Literature
CURRICULUM GUIDE
2008
Activity Section
Short Story Concept Map
Applies to Standards:
3.1. All students will understand and apply the knowledge of sounds, letters, and words in written in English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D.3. Read a variety of genres and types of text with fluency and comprehension.
Brief Description:
The short story concept map allows students apply their knowledge of the elements for a short story to the understanding of a particular literary work.
How to Teach It:
1. Teacher will review major elements in a short story
2. Students will read selected short story
3. Teacher will distribute and explain Short Story Concept Map
4. Students will complete Short Story Concept Map
5. Students will share results with class.
Example: See the attached Short Story Concept Map.
CONCEPT MAP FOR THE ELEMENTS OF A SHORT STORY
Group Activity: Characterization Chart
Applies to Standards:
3.1. All students will understand and apply the knowledge of sounds, letters, and words in written
English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
D.3. Read a variety of genres and types of text with fluency and comprehension.
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
Brief Description: The Characterization Chart allows students to visually break down how they have come to attribute specific trait to characters in a fictional work.
How to Teach It: 1.Teacher will review the meaning of direct and indirect characterization
2. Teacher may allow students to practice coming up with traits of well know characters or celebrities
3. Students will read selected work (I Know Why the Caged Bird Sings)
4. Teacher will break the class into small groups and explain the directions for completing the Characterization Chart
5. Students will work on Chart with their group members
6. Teacher will allow a student representative from each group to share out their responses with the class
Example:
See the attached Characterization Chart .
Group Activity: Characterization in Novels
Directions: For each character identify two character traits and support those traits with direct quotes from the text.
CHARACTERIZATION
The White Dentist Marguerite The Grandmother
Group Activity: Setting Chart
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
D.3. Read a variety of genres and types of text with fluency and comprehension.
3.3. All students will speak in clear, concise, organized language that varies in content and form for different audiences.
B.4. Select and discuss literary passages that reveal character, develop theme and illustrate literary elements.
Brief Description: The Setting Chart allows students to visually organize details concerning the author’s description of setting.
How to Teach It:
1. Teacher will ask students to think of the aspects that a horror movie frightening (most of answers will deal with mood and atmosphere created by the setting)
2. The teacher will review a formal definition of setting and stress how important the setting can be is to the understanding of plot, theme, and at times even character
3. After reading the selected work, teacher will model how to use the chart,
4. Through small group discussion, students will work to complete chart
5. Teacher will allow students to share out their responses with the large group
Example: See the attached Setting Chart .
Group Activity: Settings Chart
Directions: After reading I Know Why the Caged Bird Sings, describe each of the settings below using direct quotes from the text to support your responses.
SETTING
The Black parts of Stamps The White parts of Stamps
Identification and Analysis of Themes Chart
Applies to Standards: 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences.
B.4.Select and discuss literary passages that reveal character, develop theme and illustrate literary elements.
Brief Description: The Theme Analysis Chart allows students to internalize hoe an author builds on specific themes throughout the text.
How to Teach It:
1. Teacher will review the definition and importance of theme. The teacher may reference the thematic organization of the course
2. After reading the selected work, teacher will model how to use the chart,
3. Through small group discussion, students will work to complete chart
4. Teacher will allow students to share out their responses with the large group
Example: See the attached Identification and Analysis of Themes Chart
IDENTIFICATION AND ANALYSIS OF THEMES
Directions: In the first branch, identify three quotations from Maya Angelou’s I Know Why the Caged Bird Sings that speak to the theme of female endurance. In the second branch, identify a second theme, as well as three quotes that support this theme.
THEME
Female Endurance
Fishbone Short Story Chart Activity
Applies to Standards: 3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
D.3.Read a variety of genres and types of text with fluency and comprehension.
Brief Description:
The fishbone allows students to visualize how all elements of a short story work together to push the reader in the direction of his or her purpose for writing the work.
How to Teach It:
1. Teacher will review each element of a short story (setting, plot, character, and theme) before students read
2. Students will read the selected text
3. Students will pull out examples from the text that work as examples of each element in action (students can work independently or class can work as a whole with the teacher leading discussion)
4. Students will work independently to answer the question:
5. Describe how the elements of “The Daughters of the Late Colonel” helped to magnify Mansfield’s purpose.
6. Teacher will allow a few students to share out their responses.
Example: See the attached Fishbone Short Story Chart Activity.
FISHBONE CHART ACTIVITY
SHORT STORY ELEMENTS
“DAUGHTERS OF THE LATE COLONEL”
BY KATHERINE MANSFIELD
PLOT SETTING
THEME CHARACTERS
Historical Background Organizer Activity
Applies to Standards:
3.1. All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
G.4. Analyze how works of a given period reflect historical and social events and conditions.
Brief Description: This extended K-W-L –L chart will allow students to access their previous knowledge of a time period, as well as organize the
knowledge that they will gain from multiple sources throughout the course of the lesson.
How to Teach It:
1. Teacher will write the name of the historical period of interest on the board and ask students to fill in the first chart with any and everything they know about the time period.
2. Next, students will collectively generate a list of questions they would like to have answered about the time period.
3. Next, students will watch a film/ listen to audio clip about the period. Students are to take notes in the appropriate column while listening.
4. Students will read the selected literary work and take notes in the appropriate column about what they have learned about the time period in the appropriate column.
5. Students will share their responses with the group.
Example: See the attached Historical Background Organizer .
K-W-L-L
(Know – Want – Learned – Learned)
Historical Time Period: ________________________________________________________________________________________
Media Clip Title: ______________________________________________________________________________________________
Literature Title: _______________________________________________________________________________________________
|What do we Know about this period? |What do we Want to learn about this period? |What we Learned as we watched/listened to the clip |What we Learned from about the period from reading |
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Venn Diagram Literature and History Comparison Chart
Applies to Standards: 3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
G.3. Compare and evaluate the relationship between past literary traditions and contemporary writing.
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Brief Description: The Venn Diagram allows students to visualize the similarities and difference between two literary works.
How to Teach It:
1. If students are unfamiliar with the Venn Diagram, model how to use it with two very common subjects (i.e. The Simpsons and The Cosby Show)
2. Next, have students read the historical work (Myth of Persephone).
3. Briefly discuss the plot, imagery, and symbolism in the work.
4. Then have students discuss the contemporary work (Alice Walker’s “The Flowers”).
5. Finally, have students use the Venn Diagram to compare the two works. Direct students to think about the plot, the setting, and the imagery
6. Allow students an opportunity to share their responses.
Example: See the attached Venn Diagram Literature and History Comparison Chart
The Myth of Persephone: Greek Goddess of the Underworld
It was a beautiful day like all the others in this land, the sun shone brightly in the sky, the hills were lush and green, and flowers blossomed from the earth. The lovely young maiden, Persephone, frolicked with her friends upon the hillside, as her mother Demeter sat near by, and her father Zeus peered down from the sky above. Laughter could be heard in between the young girls' whispered secrets, as they gathered handfuls of purple crocuses, royal blue irises and sweet-smelling hyacinths. Persephone thought to bring some to her mother, but was soon distracted by a vision of the most enchanting flower she had ever seen. It was a narcissus, the exact flower her father hoped that she would find. As she reached down to pluck it from its resting place, her feet began to tremble and the earth was split in two. Life for Persephone would never be the same again.
From this gaping crevice in the ground emerged the awe-inspiring God of the Underworld, Hades, and before Persephone could even think to utter a word, she was whisked off her feet onto the God's golden chariot. As the crack of the whip upon his majestic horses brought her to her senses, she realized she was about to taken into the black depths from which he'd come. The thought of this brought terror to her heart, yet any screams of protest were soon lost within the darkness, as they descended quickly into the Underworld below.
While Persephone's cries could not be heard above the ground, the pain in Demeter's heart quickly alerted her to the fact that something was terribly wrong. She searched high and low for her dear daughter, who had vanished from both the heavens and the earth. Consumed by depression over the loss of her child, she soon ceased to remember her worldly duties as Goddess of Grain and Growth. As she watched the plants wither and die all around her, she felt her own hopes begin to fade as well.
At the same time, deep down in the realm of the dead, Hades hoped to explain his actions to the sweet Persephone. Professing his love, he told her of the plan her father helped deploy and begged her to stay and be his wife. Yet, Persephone longed for something more, the comforts of her mother's home and a view of the lush green grass and blue sky up above.
Far above the darkness of the Underworld, her mother continued to wander the forlorn earth. Eventually she found her way to the town of Eleusis, where she rested by a flowing fountain. Stripped of all her vital energy, she appeared old and wrinkled beyond her years. Soon four young females found the aging Goddess, and agreed to take her home. Their parents were glad to offer the elderly woman lodging and a stable position caring for their little son. Wishing to reward the family for their kindness, Demeter attempted to offer the child the gift of immortality, by sticking him in the fire each night and removing him every morning before dawn. When the child's mother found him in the flames, she was horrified. Her mortal mind could not comprehend the actions of the Goddess, and she asked her to leave their home at once. This immediately brought back Demeter's fighting spirit, who surprised them by exposing her true self. The family begged the Goddess for forgive them and in return agreed to her demands: "A temple would be built in my honor, and you will teach the world my secret to immortality." Within no time, the town built a beautiful temple on the hillside, which the Goddess blessed before continuing on her journey.
Yet it didn't take long for Demeter's happiness to be replaced with rage, as she recalled the disappearance of her daughter. She flew to the home of Zeus and demanded that Persephone be found at once. She also questioned every immortal she could find and eventually uncovered Zeus' plot. In an attempt to appease Demeter's growing anger, he dispatched a messenger to retrieve their daughter from the depths.
Upon his entry to the Underworld, the messenger Hermes was amazed at what he found. Instead of finding a frail and fearful Persephone, he found a radiant and striking Queen of the Dead. She had adjusted well to her new position, saying she had even found her calling. The Goddess was now in charge of greeting the new arrivals and helping them adapt to their new life. While she wished to see her mother up above, she was torn by her desire to remain Hades' wife.
Hoping to comfort Persephone in her confusion, Hades came to his Queen's side. He gently kissed her forehead and urged her, "Do not fret, eat instead from this fruit I know you will like." As she pressed the red pomegranate seeds to her lips, she listened to his words. He told her he would miss her very much, but her duties as a daughter mattered too. So, she climbed into the chariot and bid her husband farewell, as Hermes sped them off to the middle realm of mother earth, the home of her devoted mother.
The flowers sang joyfully of her return, while her mother beamed with pride. Yet, the child that she had born and raised had changed while she was gone. She had grown into a goddess, one both beautiful and wise and the more that Demeter inquired about her experiences below, the more she came to worry that the life they knew was gone. She recalled a declaration Zeus had made from the heavens up above: in order for Persephone to return to the home and life she had known, the young goddess must be as pure as the day she left her mother's side. However, the ruby stain upon her lips spoke of the beauty's fate. Persephone had tasted of the fruit of life. It could not be erased.
Even so, Zeus loved his daughter too much to send her back to Hades without the hope of returning to her mother's abode above. So, each spring Persephone comes back with the flowers that pave her way, to tell the story of rebirth, hope and harmony. And each fall when she leaves again for the Underworld below, her mother mourns and winter comes, while she waits for her return. Yet, for Persephone there is no remorse. She looks forward to the time she spends as Hades' Queen and wife, and to guiding those who have lost their way to the next phase of their life.
"The Flowers" by Alice Walker
It seemed to Myop as she skipped lightly from hen house to pigpen to smokehouse that the days had never been as beautiful as these. The air held a keenness that made her nose twitch. The harvesting of the corn and cotton, peanuts and squash, made each day a golden surprise that caused excited little tremors to run up her jaws.
Myop carried a short, knobby stick. She struck out at random at chickens she liked, and worked out the beat of a song on the fence around the pigpen. She felt light and good in the warm sun. She was ten, and nothing existed for her but her song, the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment,
Turning her back on the rusty boards of her family's sharecropper cabin, Myop walked along the fence till it ran into the stream made by the spring. Around the spring, where the family got drinking water, silver ferns and wildflowers grew. Along the shallow banks pigs rooted. Myop watched the tiny white bubbles disrupt the thin black scale of soil and the water that silently rose and slid away down the stream.
She had explored the woods behind the house many times. Often, in late autumn, her mother took her to gather nuts among the fallen leaves. Today she made her own path, bouncing this way and that way, vaguely keeping an eye out for snakes. She found, in addition to various common but pretty ferns and leaves, an armful of strange blue flowers with velvety ridges and a sweet suds bush full of the brown, fragrant buds.
By twelve o'clock, her arms laden with sprigs of her findings, she was a mile or more from home. She had often been as far before, but the strangeness of the land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove in which she found herself. The air was damp, the silence close and deep.
Myop began to circle back to the house, back to the peacefulness of the morning. It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself. It was only when she saw his naked grin that she gave a little yelp of surprise.
He had been a tall man. From feet to neck covered a long space. His head lay beside him. When she pushed back the leaves and layers of earth and debris Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers, and very big bones. All his clothes had rotted away except some threads of blue denim from his overalls. The buckles of the overall had turned green.
Myop gazed around the spot with interest. Very near where she'd stepped into the head was a wild pink rose. As she picked it to add to her bundle she noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a noose, a bit of shredding plowline, now blending benignly into the soil. Around an overhanging limb of a great spreading oak clung another piece. Frayed, rotted, bleached, and frazzled--barely there--but spinning restlessly in the breeze. Myop laid down her flowers.
And the summer was over.
VENN DIAGRAM LITERATURE AND HISTORY COMPARISON CHART
FOR “THE FLOWERS” AND “PERSEPHONE”
Directions: Use the Venn Diagram below to compare and contrast Alice Walker’s “The Flowers” to the Greek Myth “Persephone”
“Persephone” “The Flowers”
Listening Activity Chart
Applies to Standards:
3.4 All students will listen actively to information from a variety of sources in a variety of situations.
B.1 Summarize, make judgments, and evaluate the content and delivery of oral presentations.
Brief Description: This Chart encourages students to more actively listen to the ideas of their peers.
How to Teach It:
1. Students will take turns reading passages from the selected work (“Daughters of the Late Colonel”), while the rest of the class listens.
2. Students will take note of the struggles of women in the story.
3. Next in small groups students will share their notes and add to them where necessary.
4. Next students will discuss and take notes on the struggles that women face today.
5. A group leader will be selected to share some of their points with the class who will listen and add to their chart.
Example: See the attached Listening Chart Activity .
LISTENING ACTIVITY CHART
FOR “DAUGHTERS OF THE LATE COLONEL”
Struggles & Conflicts for women in Examples of these same struggles in the lives
“Daughters of the Late Colonel” of women today.
Reflection on the Position of Women in Society
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
G.4. Analyze how works of a given period reflect historical and social events and conditions.
Brief Description: This chart will allow students to use details from the text to analyze how the work reflects the social conditions of women during this time period.
How to Teach It:
1. Introduce and display pictures of Katherine Mansfield and the story’s place in the literary canon.
2. Students read the selected work (Katherine Mansfield’s “Daughters of the Late Colonel”)
3. After reading, have students will identify the four main characters.
4. Next, independently or in small groups, students find examples of the words, thoughts, emotions and actions that really seemed to stand out about that character.
5. Finally ask students to see what connection they can make to the general position of women in society based on the picture painted in the story.
Example: See the attached Reflection on the Position of Women in Society Activity
Reflection on the Position of Women in Society
(example: “Daughters of the Late Colonel”)
Directions: While reading Katherine Mansfield’s “Daughters of the Late Colonel,” trace the thoughts, feelings, actions, and words of characters as they relate to the position of women in society. Use direct quotes whenever possible.
|Character: |Words: |Thoughts and Emotions: |Actions: |Connection to the position of women in society:|
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Imagery Concept Map
Applies to Standards: 3.1 All students will understand and apply the knowledge of sounds, letters and words in written English to become independent and fluent readers, and read a variety of materials and texts with fluency and comprehension.
G.11 Analyze how an author’s use of words creates tone and mood, and how the choice of words advances the theme or purpose of the work.
Brief Description: This concept map will allow students to break down imagery into each of the five senses to see how an author’s words can really impact
the experience of the reader.
How to Teach It:
1. Review the definition of Imagery for the students
2. Teacher reads a short selection of a very descriptive narrative text while the students close their eyes
3. After reading ask students what they saw and what phrases stood out in their mind.
4. Have students read the selected text while annotating for any mention of sensory detail.
5. Explain the direction for the concept map and allow students to work independently or with a partner to complete the map.
6. Finally, allow students to share out their response with the whole class listening and taking notes.
Example: See the attached Imagery Concept Map.
Imagery Concept Map
Define Imagery _______________________________________________________________________________________________________________
Directions: After reading the excerpt from “I Know Why the Caged Bird Sings,” Reexamine Maya Angelou’s language and identify examples of how she uses each of the five senses to create a strong connection between the reader and the characters and experiences within the work.
Author’s Tone Activity
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters and words I n written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
G.9. Analyze how an authors use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
Brief Description:
This activity allows students to visualize the movement within a poem through the author’s shift in tone.
How to Teach It:
1. Teacher will review the meaning of Tone
2. Teacher will distribute and go over a list of words that are frequently used to describe Tone.
3. Teacher should give simple and short definitions for any unfamiliar words.
4. Students will read poem (Barbie Doll) once to themselves
5. Next Teacher will read the poem aloud, pausing after each stanza to discuss the meaning as well as have student’s consider the tone of the stanza.
6. Students will record their analysis of tone as well as evidence to support their analysis in the graphic organizer
Example: See the attached Tone Shift Activity
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Tone Shift Activity
Persuasive Techniques Chart
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
G.7. Analyze and evaluate figurative language within a text.
G.9. Analyze how an author’s use of words creates tone and mood, and how choices of words advances the theme or purpose of the work.
Brief Description:
This activity allows students to apply their knowledge of the rhetorical devices to a persuasive speech.
How to Teach It:
1. Teacher will select students to read the short biography of the author (Sojourner Truth) out loud in order to give some context to the speech.
2. First have students copy down the definitions for the persuasive techniques in the “Literary Definition” column.
3. Next, the Teacher should read the selected speech (“Ain’t I A Woman”) paying close attention to Sojourner Truth’s use of rhetorical devices.
4. Next model the first row, by giving an example of a rhetorical question from the text (“Ain’t I a Woman”).
5. Next have students independently identify specific examples from the text of how Sojourner uses the remaining techniques in her speech.
6. Finally, have students share their answers recorded on the Persuasive Techniques Chart.
Example: See the attached Persuasive Technique Chart .
Persuasive Techniques Chart
Example: Sojourner Truth’s “Ain’t I A Woman”
Directions: First copy down the definitions for the following persuasive techniques in the “Literary Definition” column. Next, read “Ain’t I A Woman” paying close attention to Sojourner Truth’s use of rhetorical devices. Lastly, identify specific examples from the text of how Sojourner uses these techniques.
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Making Self Connections Pre-Writing Chart
Applies to Standards:
3.2 All students will write in clear concise, organized language that varies in content and form for different audiences and purposes.
A.2 Uses strategies such as graphic organizers and outlines to plan and write drafts according to the intended message. Audience, and purpose for writing.
Brief Description:
This activity allows students to make connections between themselves and the text. This activity is also meant to work in conjunction with the following activity as a support for writing an essay on the topic of women in the media.
How to Teach It:
1. Have students read selected word (Barbie Doll) to themselves
2. Next teacher will read poem out loud while students follow along underlining specific incidents from the poem.
3. After the second reading of the poem students will complete the second column of the graphic organizer that asks them to relate their chosen incidents to a real life experience
4. Teacher will instruct students to share two of their incidents with a partner before moving on (think, pair , share)
5. If teacher deems it necessary or beneficial he/she may give students the additional support of the Compare/Contrast Organizer before introducing formal essay topic.
Example: See the attached Making Self Connections Pre-Writing Chart and Compare / Contrast Organizers.
Literary Symbolism Chart
Applies to Standards:
3.2 All students will write in clear concise, organized language that varies in content and form for different audiences and purposes.
A.3. Uses strategies such as graphic organizers and outlines to plan and write drafts according to the intended message. Audience, and purpose for writing.
Brief Description:
This activity will allow students to visualize the relationship between symbols and their literature in order to facilitate more organized formal essay writing in the next activity.
How to Teach It:
1. On the board draw a common symbol (perhaps a peace sign) and ask students what it represents.
2. Next, give students the official literary definition of a symbol and ask them to jot down a few symbols that they can remember from literature or everyday life.
3. Next, students will read “The Shawl” with instructions to pay particular attention to symbolism.
4. While reading, students will select 4 symbolic objects, people, places, or events that were include din the story and record them on the Literary Symbolism Chart.
5. Finally, students will complete chart by supplying symbolic meanings.
6. Teachers will allow students to share their findings with the class.
Example: See the attached Literary Symbolism Chart .
Literary Symbolism Chart
Cynthia Ozick’s “The Shawl”
Directions: After reading Cynthia Ozick’s “The Shawl,” analyze the meaning of the two symbols below. Next, identify and analyze the meaning of two additional symbols from the work.
SYMBOL MEANING
The Shawl
Brainstorming for Writing Activity
Applies to Standards:
3.2. All students will write in clear concise, organized language that varies in content and form for different audiences and purposes.
B.1. Analyzing characteristics, structures, tone, and features of language of selected knowledge and apply this knowledge to own writing.
B.3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
B.5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
Brief Description:
This activity allows students to synthesize the information they have learned about the literature, the historical time period, and the impact of symbolism as a literary element.
How to Teach It:
1. Teacher will read the task to the students and ask if there are any questions.
2. Teacher will instruct the students to spend five minutes brainstorming ideas for writing.
3. Teacher will give students 10 minutes with small group or partner to compare notes.
4. Next, students will work independently to draft a thesis statement. (Teacher may need to review the components of a thesis statement first).
5. Finally, students will be given time to write independently in class, and then, the essay will be assigned for homework.
Example:
See the attached Brainstorming for Writing Activity
Brainstorming for Writing Activity
(based on Cynthia Ozick’s “The Shawl”)
In no fewer than five clear and well organized paragraphs, respond to the following question: How does Cynthia Ozick’s use of symbolic imagery in “The Shawl” demonstrate her awareness of the social and political standards of women during the Holocaust. Be sure to use your graphic organizers as well as direct quotes from the text to support your thesis.
Pre-Writing Space
Use the space below to organize your thoughts before writing.
Comparison/ Contrast Outline Chart
Applies to Standards:
3.2. All students will write in clear concise, organized language that varies in content and form for different audiences and purposes.
A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Brief Description:
This activity helps students to organize their ideas for essays that require comparisons and contrasts. .
How to Teach It:
1. After students have read a literary work, such as a poem or short story, the teacher will direct the students to consider similarities and differences between the literary components in this work and the events in his/her life.
2. Students will write their ideas on the Comparison/Contrast Outline Chart.
3. Students will share ideas with the class.
4. Students will use these ideas in a 3-4 paragraph essay.
Example: See attached Comparison/Contrast Outline Chart
Comparison/Contrast Outline Chart
(Sample based on “Barbie Doll” by Marge Piercey)
Living with the Media Poster Activity
Applies to Standards:
3.5. All students will access, view, evaluate and respond to print, non print, and electronic texts and resources.
C.1. Use print and electronic media text to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
Brief Description:
This activity is designed for students to use a variety of media to demonstrate that although women have had to endure many struggles and hardships, there has been progress for women across the global community.
How to Teach It:
Part 1:
1. Teacher will introduce the topic and task of the project by reading them aloud.
2. Teacher will continue to read through the project guidelines, answering questions and making the expectations for the assignment clear.
3. Teacher should assign a due date for when the assignment will be due.
Example: See the attached Living With Media project guidelines.
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Living with the Media Poster Activity
Introduction:
Many women writers such as Alice Walker, Katherine Mansfield and Virginia Wolfe used their literary talent to expose the unjust social and political conditions of women during their lifetime.
Task:
Create a poster board using various media that will visually acknowledge the growth in political and social equality for women in three different world regions. Make sure to include quotes from the literary pieces that speak to your area of focus. You will also prepare and present an oral presentation in which you explain five of the dominant images that you have chosen to display on their board.
Possible Topics of Focus:
• Women in Politics (Phillis Wheatley and Alice Walker)
• Women as Survivors ( I Know Why the Caged Bird Sings)
• Women as Mother (“The Shawl”)
• Women in Education (Virginia Woolf)
• Women in History (Virginia Woolf)
Possible World Regions:
• North America
• South America
• Asia / South Asia
• Africa
• The Middle East
• Caribbean and West Indies
Criteria for Poster:
Your project should be creative, thoughtfully planned out and carefully executed.
Material should include:
❖ Newspaper clippings
❖ Magazine articles and Pictures
❖ Internet based materials
❖ Original Art
Your topic of focus and world regions should be clearly identifiable from the words and images that you chose to include on your board.
Due Date _________________________________________________________________________
Living With Media-Oral Presentation
Applies to Standards:
3.3. All students will speak in clear concise, organized language that varies in content and form for different audiences and purposes
B.10.Employ relevant graphics to support a central idea (e.g. charts, graphic organizers, pictures, computer-generated presentation)
D.3. Demonstrate effective delivery strategies (e.g. eye contact, body language, volume, intonation, articulation) when speaking
Brief Description:
Once students have completed their poster board, they are ready to move on with the oral component of this project. The purpose of this activity is to provide students with an opportunity to practice verbally articulating their ides in a more formal setting.
How to Teach It:
1. Distribute the Oral presentation Guide and walk students through the function and purpose of each column
2. Next distribute and walk students through the Public Speaking Rubric by which they will be assessed.
3. Allow students time to fill out their guide and practicing one at a time giving their presentation to a small group in separate parts of the classroom.
4. The Next day, have students give their presentations to the whole class for a final grade.
Example: See the attached Oral Presentation Guide and Rubric for Public Speaking .
LIVING WITH THE MEDIA
Based on “Barbie” by Marge Piercey
Introduction:
As technology has advanced over the past one hundred year the impact of the media on the human psyche has grown as well. Today, we are continuously bombarded with images through television, radio, the internet, magazine, newspaper, billboards etc. In 2007 is it virtually impossible to go through your day without being consciously or subconsciously influenced by the media.
Task:
Choose a company and research the evolution of how that company has used women as a marketing tool over the past 60 years. Once you have compiled this information, you will display and share this with your class through the creation of a Power Point Presentation of no less than ten slides.
Your slide show must include:
• A brief history of the company that you have chosen (When and by whom was it founded? What does the company sell? )
• Images of advertisements the company used from the 50’s, 60’s 70’s 80’s 90’s and 2000. If the company is no longer in existence today, you may choose to compare the older advertisements with an advertisement from a comparable company (i.e. Pepsi and Coca Cola are comparable companies)
• For each image you must provide a written explanation of what message is presented about the social condition of women.
• Create an original advertisement for the company of your choice which you feel casts women in both a realistic and positive light.
“Naked Girl and Mirror” Activity
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
Brief Description: This activity will allow students to apply poetic techniques to their own writing as well as encourage students to make personal connections to the central themes of the literature.
How to Teach It:
1. Students will read Selected poem (“Naked Girl and Mirror”).
2. Teacher will lead discussion of the work’s central themes.
3. Teacher will distribute assignment and read carefully through task, guidelines and expectations.
4. Teacher will highlight the terms at the bottom of the page for student reference.
5. Students will begin writing their poems, and possibly share them with the class.
Example: See the attached “Naked Girl and Mirror” Activity Handout
Understanding Plot and Subplot in the Novel Activity
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G.6 Interpret how literary devices affect reading emotions and understanding
Brief Description:
This activity allows students to visualize the connections between the plot and subplot of a narrative work.
How to Teach It:
1. Review the definition of plot and subplot.
2. Use the graphic organizers to explain the plot and subplots of Hamlet or other applicable example.
3. Ask students to think of a movie that has a clear plot and subplot and to share that example with a partner.
4. After have read the selected narrative text, give students a blank organizer and ask students to identify the plot and subplot.
Example: See the attached example and blank Plot and Subplot Organizer.
Understanding Plot and Subplot in the Novel Activity
The plot of a novel includes all of the events from the beginning of the novel to the end. The plot can be broken down into the following elements: the exposition, rising action, climax, falling action, and resolution. The subplot is a subordinate plot that exists within the main plot. You can think of the subplot as the story witin the story.
THE MAIN PLOT
In Hamlet, the main plot is about how
Hamlet trying to avenge his father’s death
by killing his uncle, King Claudius
THE SUBPLOT
One of the subplots in Hamlet is that Fortinbras, the
Prince of Norway, is trying to avenge his father’s
death by winning back the land his father lost in
battle before he died.
Directions: In the circles below describe the plot and subplot of your assigned narrative text.
THE MAIN PLOT
THE SUB-PLOT
Imagery in Novels Activity
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and text and with fluency and comprehension.
G.11 Analyze how an author’s use of words creates tone and mood, and how the choice of words advance the theme or purpose of the work.
Brief Description: This activity allows students to analyze how diction or word choice allows an author to build imagery that in turn impacts central themes of the work.
How to Teach It:
1. Select passages from selected text (The Awakening) where imagery of darkness and light are particularly salient
2. Read an example aloud and ask students what they notice (if anything) about the description. What characters or settings are involved?
3. Instruct students to continue to pull out examples of both light and darkness
4. Next call on students to remind the class of some of the themes you have discussed in class thus far, keep a list on the board.
5. Next have student right a one paragraph response to how the imagery they have identified can impact a central theme from the work
Example: See the attached Imagery in Novels handout.
Poetic Elements Activities
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to one’s own writing.
Brief Description:
This activity allows students to review the meaning and application of figurative devices such as simile, metaphor and personification.
How to Teach It:
Poetic Device Review
1. Ask student volunteers for definitions of metaphor, simile, personification
2. Write the correct responses on the board so that students have a chance to copy it down
3. Return to simile and read the examples aloud, and ask students by show of hand if it is in fact a simile, continue with metaphor and personification examples
4. Give students time to come up with original examples and then share them out with the class.
Understanding Alliteration and Assonance
1. Give students an unlabeled example of alliteration and assonance
2. Ask that students explain what makes the two tongue twisters difference.
3. Next give the students the definition of alliteration of assonance and ask them to match the examples with terms
4. Next give students the Understanding Alliteration and Assonance Handout
5. Explain how the Venn diagram works and allow students to work independently to come up with original examples of both alliteration and assonance
6. Allow students to share one of their examples with the class
Understanding internal and External Rhyme
1. Give students the formal example of rhyme and ask for students to volunteer examples of rhyme that you write on the board
2. Students should be taking note sin their Understanding Internal and External Rhyme handout
3. Ask students to guess what they think the difference between internal rhyme and external rhyme would be
4. After discussion has taken place, explain the difference and give a couple of examples
5. Next have students independently come up with three example of their own
6. Allow students to share responses with the class
Example: See the attached Poetic Review handout.
Poetic Devices Review
Directions: Before we begin our examination of poetry, you must be familiar with some of the basic poetic devices. For the following poetic devices you will:
a) Define the term
b) Identify the device in action
c) Create two original poetic lines that uses the device.
a) Define Simile:
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b) Determine if following lines are true similes by writing a Y for yes or an N for No
___ Notes dance across the page like stars twinkling in the night sky.
___ Her words bore holes into my heart like a jackhammer on a city street.
___ It is clear to me from the show that Keisha Cole can sing as well as Mariah Carey.
c) Create two original similes
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2.
a.) Define Metaphor:
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b) Determine if following lines are true metaphors by writing a Y for yes or an N for No
___ Your eyes are the stars that light up my world
___ You are as beautiful to me as anyone I have ever seen.
___ My love is a red rose, blossoming in the moonlight.
c) Create two original metaphors
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2.
a) Define Personification:
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b) Determine if following lines are true similes by writing a Y for yes or an N for No
___ The autumn leave dance in the wind, flaunting their colors with confidence.
___ The wind howled like a wolf calling forth his hungry pack.
___ The shark viciously attacked the young surfer.
c) Create two original examples of personification
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Guidelines for Dialectical Journals
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.1 Employ the most effective writing formats and strategies for the purpose and the audience.
Brief Description:
Dialectical Journals are a way for students to engage critically with text while reading and to prepare for more fruitful class discussion.
Dialectical journals can also be used to direct your students’ reading. For example, if you want your students to select symbolic objects, places, or people in a specific passage, one column would ask them to list the object and another rcolumn would ask them to explain the symbolism.
How to Teach It:
1. Read the purpose of the dialectical journal aloud for your students as they read along and emphasize its importance to the course
2. Explain the purpose and function of each column, pausing for questions before moving on to the next column
3. Establish how the students will be graded or held accountable for their journals.
Example: See the attached handout: Guidelines for Dialectical Journals.
Guidelines for Dialectical Journals
What is the purpose of a Dialectical Journal?
Dialectical Journals are a way for the reader to maintain an ongoing conversation (or dialogue) with himself and the text as he is reading. Often, when reading strictly for pleasure, we read without questioning the author’s intentions, the complexity of language and technique, or personal reactions. However, when reading for a seminar it is crucial that you come to class prepared to engage in a high level of conversation that can only come if you have effectively engaged in your reading. A dialectical journal will also help you to organize your thoughts for more formal writing assignments.
What should my Dialectical Journal look like?
|Quotation / Passage | Page Number |Reactions / Questions |
|(in the author’s words) | |(in your words) |
|In this column you write any passages that you find interesting, confusing, or|Here you always record the page number |In this column you write your reaction to the passage in the first column. Explain why you chose this |
|that seem to be important to central themes of previous topics of |so that you can easily reference the |passage/ What makes it significant? How does it relate to themes or showcase literary elements that you|
|conversation. |extended passage in class discussion. |have been covering in class? Why should others in the class take a second look at this passage? |
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Can the entries in my Dialectical Journal be wrong?
The journal is really a space for you to analyze what you find to be most interesting or intriguing about a text, so technically, your responses are personal and cannot be “wrong.” However, you want to be careful that you are not merely summarizing the events in a story, but areactually examining language and key themes.
Vocabulary Methods Activity
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
F.1 Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary.
Brief Description: This activity allows students to create a web of associations for words so that they may internalize the word’s meaning.
How to Teach It:
1. Read the Vocabulary Methods Handout (For Teachers).
2. Establish a list of words OR allow students to choose words that they do not recognize from a text.
3. Draw a large word map on the board and model how you would fill in each box of the map.
4. Assign students 1-3 words to complete maps for and allow students to share.
5. You may consider hanging word maps up around classroom or forming a Word Map Wall.
Example: See the attached Word Map hand out and Vocabulary Methods handout.
Vocabulary Word Map
Vocabulary Methods
To the Teacher,
There is no one proven method or technique for teaching vocabulary. The scholarly consensus is that the best way for students to truly internalize a
word’s meaning is for them to be first introduced to the word in context and then to have multiple exposures to the word. Therefore, we have simply compiled a list of methods and literary resources on the subject of teaching vocabulary. We hope that these ideas and resources will help you to choose
a method or multiple methods that will best serve your students.
~Curriculum Committee
Common Methods:
• Matching Definitions
• Synonyms
• Antonyms
• Fill in the blanks
• Composing original sentences
• Displaying Word Walls
• Understanding Root words (Prefixes, Suffixes, etc.)
• Grouping words by association
• Using words in journal writing
• Crossword Puzzles
• Word Maps
Teacher Resources
“Teaching Vocabulary: Two Dozen Tips and Techniques” by Joseph Pettigrew
“Teaching Vocabulary” by Linda Diamond and Linda Gutlohn
“Teaching and Developing Vocabulary: key to Long Term Reading Success” by John J. Pikulski and Shane Templeton
Analyzing Point of View
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.3 Evaluate the impact of an author’s decision regarding tone, word choice, style, content and point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
Brief Description:
The purpose of this activity is for students to recognize the important role that point of view plays in a narrative work.
How to Teach It:
1. Review the different points of view.
2. Read aloud short passages and ask students to identify which point of view the author is using.
3. Read “Women Hollering Creek”
4. Have students find an example from the text that showcases Cisneros’ use of both the 1st and 3rd person.
5. Independently, have students explain the significance of the shift as they relate to the themes of the work.
6. Have students share their responses with the class.
Example: See the attached Point of View Map
ANALYZING POINT OF VIEW
“Woman Hollering Creek” Writing Task
Applies to Standards:
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
G.3 Compare and evaluate the relationship between past literary traditions and contemporary
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences, and purposes.
A.3 Uses strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purposes for writing.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis).
Brief Description:
The purpose of this activity is to allow students the opportunity to make connections between past literary tradition and current literature. The Venn Diagram allows students to visualize the similarities and differences between two texts.
How to Teach It:
1. Read and discuss the legend of La llorona.
2. Read Hollering Creek while paying attention specifically to the similarities to the legend.
3. Have students use the Venn Diagram to organize the similarities and differences in theme in particular.
4. Students should work independently or work on their essays outside of school.
Example:See the attached Myth of La llorona and Writing Task .
THE MYTH OF LA LLORONA (THE WEEPING WOMAN)
In Mexican culture, female identity has traditionally been structured around three principal archetypes: La Virgen de Guadalupe (a vision of the Virgin Mary that appeared to an Indian convert in the sixteenth century), La Llorona (a woman who, after being spurned by her lover, killed her children), and La Malinche (the Indian woman who served as Hernán Cortés's translator, negotiator, and mistress during the Conquest of Mexico). While these figures have usually represented a very limited spectrum of possibilities for women, Guadalupe, La Llorona, and La Malinche have also shown themselves to be flexible myths. They have been manipulated and restructured to meet the political and spiritual needs of different cultural moments in Mexican history.
Translated as "The Weeping Woman," La Llorona began as an oral legend about a ghostly woman who can be heard wailing for her lost children. In some versions of the story, La Llorona is doomed to wander and weep to expiate her own guilt for murdering her children. The motivations for the murders range from depression or anger at being abandoned by their father (who is sometimes portrayed as an Anglo), to the need to conceal an illegitimate birth, to a selfish rejection of motherhood. In other versions, she is portrayed as a loving mother who loses her children in a tragic accident or to foul play. She is almost always represented as wandering near lakes and rivers, since in most versions of the myth her children died by drowning. At its most basic level, the story serves as a cautionary tale to keep young children away from dangerous bodies of water. At the same time, it constructs an archetype of failed motherhood and tragic femininity. In some versions of the La Llorona story, the phantom woman appears in the streets of cities and towns and lures young men into following her, usually with tragic consequences. In these versions she represents a dangerous feminine sexuality, out to punish or destroy male pursuers just as she destroyed her children. Occasionally, La Llorona is conflated with the spirit of La Malinche, who is wailing because she is remorseful about having betrayed the native Mexican people by assisting Cortés. These versions of the myth reinforce stereotypes of women and women's sexuality as untrustworthy and traitorous.
Recently, feminist cultural critics have begun to resist such portraits of La Malinche, both because they are historically inaccurate and because they promote misogynistic attitudes toward women. Instead, they have attempted to rehabilitate the myth of La Malinche in order to celebrate her strength, flexibility, intelligence, and extraordinary skill at mediating between cultures. As a figure of mediation, she provides a model to mestizas, whose identity is built upon balancing a complex, multifaceted heritage. Chicana writer Cherrie Moraga has written a play about La Malinche, and she is a popular and recurrent figure in Chicana poetry.
More on this topic can be found at
“WOMAN HOLLERING CREEK” WRITING ACTIVITY
Task:
Read the myth of La llorona and describe how this piece of Chicano legend has impacted Cisneros’s short story “Woman of Hollering Creek” What themes do both works share? How has Cisneros repurposed the image of La Llorona through her writing of “Woman of Hollering Creek”
Directions: Use the Venn Diagram below to help organize your thoughts before writing your essay response.
Irony Comparison Map
Applies to Standards:
1. All students will understand and apply the knowledge of sound, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and text with fluency and comprehension.
G.7 Analyze and evaluate the appropriateness of diction and figurative language (e.g. irony, paradox)
3.2 All students will write clear, concise, organized language that varies in content and form for different audiences and purposes.
A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose of writing.
Brief Description:
This activity allows students to better understand the relationship among verbal irony, dramatic irony, and situational irony.
How to Teach It:
1. Teacher will review the definition of the three types of irony.
2. Students will copy the definition in the appropriate box on their chart.
3. Next, students will read “The Yellow Wallpaper” paying particular attention to examples of irony.
4. Students should work independently or with a partner to classify the examples they noted as verbal, dramatic, or situational irony.
5. Teacher will allow students to share their responses with the class.
Example: See the attached Irony Comparison Map.
Irony Comparison Map
Irony:
Dramatic Irony: Verbal Irony: Situational Irony:
Example (pg. #) Example (pg. #) Example (pg. #) Example (pg. #) Example (pg. #) Example (pg. #)
The Great Debate
Applies to Standards:
2. All students will write clear, concise, organized language that varies in content and form for different audiences and purposes.
A.2 Support, modify, or refute a position in small or large group discussions.
B.4 Select and discuss literary passages that reveal character, develop themes, and illustrate literary elements.
3.4 All students will listen actively to information form a variety of sources in a variety of situations.
Brief Description:
This activity allows students to evaluate themes and characters in a work while strengthening their ability to construct an argument and articulate it orally?
How to Teach It:
Day 1
1. Students are to have already read “The Yellow Wallpaper” and completed the Irony Comparison Map
2. Students are to be broken into two groups (Group A and Group B).
3. Members of each group will be instructed to come up with three arguments supporting or refuting the topic.
Day 2
Groups will meet to go over each member’s arguments and decide which are the strongest.
Students should also consider hoe they will refute their opponents’ arguments.
Each group will choose a speaker(s) who will debate on the group’s behalf.
There will be three rounds (their may be a new speaker for each round). There will be time between rounds for the speaker to me and meet and regroup with his or her team.
Example: See the attached Great Debate handout.
The Great Debate
Task:
Tomorrow we will have a class debate on the following topic: Is the narrator of “The Yellow Wallpaper” crazy? Group A will argue for the affirmative and Group B will argue the contrary. Each person must contribute three arguments to their group:
• One example from The Wallpaper
• One argument from an outside source (use the internet to research information about women’s illness in the early 20th century) such as hysteria and melancholia)
• One argument that you think the opposing side will try to make against you. (Remember that the best defense is a good offense!)
Get Organized:
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Reader’s Response Activity
Applies to Standards:
3.2. All students will write clear, concise, organized language that varies in content and form for different audiences and purposes.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis).
Brief Description:
This activity allows students to reflect on their interpretation of a central theme of a work and compare it to the author’s purpose for writing.
How to Teach It:
1. After having complete “The Great Debate” students will read the attached article “Why I Wrote the Yellow Wallpaper”.
2. Next, teacher will read the reader’s response prompt and answer any clarifying questions for students.
3. Independently, students will respond to the prompt.
Example: See the attached Reader’s Response handout.
Reader’s Response Activity
In October of 1913, The Forerunner published the following article written by Charlotte Perkins Gilman titled “Why I Wrote the Yellow Wallpaper”
Directions: Read the article below and then respond to the Reader’s Response question that follows.
For many years I suffered from a severe and continuous nervous breakdown tending to melancholia--and beyond. During about the third year of this trouble I went, in devout faith and some faint stir of hope, to a noted specialist in nervous diseases, the best known in the country. This wise man put me to bed and applied the rest cure, to which a still-good physique responded so promptly that he concluded there was nothing much the matter with me, and sent me home with solemn advice to "live as domestic a life as far as possible," to "have but two hours' intellectual life a day," and "never to touch pen, brush, or pencil again" as long as I lived. This was in 1887.
I went home and obeyed those directions for some three months, and came so near the borderline of utter mental ruin that I could see over. Then, using the remnants of intelligence that remained, and helped by a wise friend, I cast the noted specialist's advice to the winds and went to work again--work, the normal life of every human being; work, in which is joy and growth and service, without which one is a pauper and a parasite--ultimately recovering some measure of power. Being naturally moved to rejoicing by this narrow escape, I wrote The Yellow Wallpaper, with its embellishments and additions, to carry out the ideal (I never had hallucinations or objections to my mural decorations) and sent a copy to the physician who so nearly drove me mad. He never acknowledged it.
The little book is valued by alienists and as a good specimen of one kind of literature. It has, to my knowledge, saved one woman from a similar fate--so terrifying her family that they let her out into normal activity and she recovered. But the best result is this. Many years later I was told that the great specialist had admitted to friends of his that he had altered his treatment of neurasthenia since reading The Yellow Wallpaper. It was not intended to drive people crazy, but to save people from being driven crazy, and it worked.
Reader’s Response:
After the debate is over, read Gilman’s article “Why I Wrote The Yellow Wallpaper”. How does this article support or contradict the arguments that your group made in the debate. Support your response using no less than three specific examples from your debate.
Recognizing Historical Jargon
Applies to Standards:
3.1 All students will understand and apply the knowledge of sound, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and text with fluency and comprehension.
D.3 Read a variety of genres and types of text with fluency and comprehension
G.5 Recognizing literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning,
Brief Description:
This activity allows students to identify and infer meaning for unfamiliar words or phrases.
How to Teach It:
1. Define jargon for the students
2. Give some historical reference o the time period in which the work was written.
3. Use the examples on the handout to use each column of the chart.
Example: See the attached Recognizing Historical Jargon handout.
RECOGNIZING HISTORICAL JARGON
In both Zora Neale Hurston’s Their Eyes Were Watching God and Jane Austen’s Pride and Prejudice, the author uses language that we are no longer familiar with. Pull out examples of these words/ phrases and research or infer their meaning based on context clues. (Examples: tuh = the OR Fortnight = 2 weeks)
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Journal Writing
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
A.1 Engage in the full writing process by writing daily and for sustained amount of time.
Brief Description:
The purpose of these journal prompts is to give students the opportunity for daily writing practices as well as the chance to connect to the thoughts and feelings of the characters.
How to Teach It:
1. Present students with a different journal prompt at the start of or at the conclusion of class. (Do not give students all the prompts at once or you will spoil the ending of the novels)
2. Model a response to the first prompt so that students can see the level of textual connection and the depth of emotion that you are looking for.
3. Allow students to share their responses with a partner (or the whole class).
Example: See the attached Sample Journal Prompts.
SAMPLE JOURNAL PROMPTS – THEIR EYES WERE WATCHING GOD
To the Teacher: The following are journal topics that you can use periodically throughout your discussion of Their Eyes Were Watching God. They can be warm-ups, exit tickets or homework assignments.
1. Janie: Your Grandmother just caught you kissing Johnny Taylor in the yard. She now insists that you marry Logan Killicks. How do you feel having experienced your first kiss? How did Granny’s words make you feel? Do you think you are ready to be a wife?
2. Logan: You wake up to realize that Janie has left you. How do you feel? Do you think you truly loved Janie? Will you remarry now that she is gone?
3. Janie: You just left with Jody on your way to Eatonville. How do you feel about leaving Killicks? What do you think life will be like with Jody? Are you afraid? Excited? Nervous? Explain.
4. Jody: You are on your death bed. How do you feel about your marriage with Janie? Was it what you expected when you ran away with her? Do you have any regrets? Explain why or why not,
5. Janie: How do you feel about Joe stark’s death? Why did you stop wearing your head scarf?
6. Janie: After years of being Miss Mayor Starks you meet Tea Cake for the first time. How do you feel about after your first meeting with Tea Cake? What part do you think Tea Cake will play in your life, if any?
7. TeaCake: You and Janie have moved out to the Muck and you just beat her for the first time? What made you hit her? How did you feel afterwards?
8. Janie: You have left Eatonville with Tea Cake. He left for fish and now it has been hours and he has not returned. You realize that he has also taken your money. Where do you think Tea Cake is? What do you think about your decision to leave town with TeaCake? What will you do if he does not return?
9. Janie: Teacake is dead and you have returned home to Eatonville. You just sat on the back porch and told Pheoby the story of your life and your three marriages. How do you feel about returning to Eatonville? What will you do now that you are back?
10. Pheoby: You just listened to your best friend, Janie, tell you about her three marriages and her adventures with TeaCake. How has listening to this story impacted you? How will your life change now that you know the truth about Janie.
SAMPLE JOURNAL PROMPTS – PRIDE AND PREJUDICE
To the Teacher: The following are journal topics that you can use throughout your discussion of Pride and Prejudice. They can be warm-ups, exit tickets or homework assignments. There is one entry for ten of the most influential characters in the novel.
1. Elizabeth: You just received Darcy’s rebuttal letter. He offered you his hand in marriage “against his better judgment” and you refused him. Explain your feelings about the proposal and the letter that you have just received.
2. Jane: Mr. Bingley has returned from London after his abrupt departure. Your mother believes that you should have renewed hope. How do you feel about Bingely now that he has returned? Are you still in love with him? Would you accept his proposal if he was in fact to offer it?
3. Kitty: Lydia left for Bath with the regiment and you are upset to have been left behind. Describe your feelings toward Lydia, your parents and your other sisters.
4. Lydia: You are on the road to London to elope with Whickam. How do you think your mother and father will react to this surprising news? Why did you decide to elope? How will your decision impact your sisters?
5. Mrs. Bennet: Mr. Bingely has just left Hertfordshire without a word to Jane about his departure or any plans to return. How do you feel about Jane and Bingely’s relationship? Why were you so happy about the prospect of their marriage?
6. Mr. Bennet: You have just consented to both Jane and Lizzy being married. How do you feel about your two eldest daughters’ choices in husbands? Do you think that they will be happy in their choices? Have you been happy in your own marital choice? Explain.
7. Miss Bingley: It is the evening after Elizabeth Bennet arrived at your doorstep to see after her sick sister, Jane. What do you think about these Bennet women and any impact they may or may not have on Mr. Darcy and Mr. Bingley? Are you in anyway jealous or threatened by these women?
8. Mr. Darcy: You just happened upon Miss Elizabeth Bennet visiting Pemberly with her Aunt and Uncle. How have your feelings changed for Ms. Bennet since the day you met at the ball compared with today?
9. Mr. Collins: You are on the road to visit Longborn. What hopes do you have for this trip? What do you think about each member of the Bennet household? Which Bennet girl do you think would make you the best wife
10. Charlotte Lucas: You have been married to Mr. Collins a few months. How do you feel about your decision to marry him and live under the “reign” of Lady Catherine. Are you happy? Do you regret your decision to become “Mrs. Collins”? Explain.
Novel Viewing Guide
Applies to Standards:
3.5 All students will access, view, evaluate and respond to print, nonprint, and electronic texts and resources.
A.1 Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
Brief Description:
This activity will allow students to use film to explore themes such as the relationship between class and marriage.
How to Teach It:
1. Teacher will introduce relevant information concerning the production of the chosen film adaptation.
2. Distribute handout and review how the themes impacted marriage in the work the students covered in order to model how the chart functions.
3. Play film, pausing occasionally for students to gather their thoughts, ask questions, and take notes in the chart where applicable.
Example: See the Novel Viewing Guide.
Novel Viewing Guide
Directions: While watching the film adaptation of either Pride and Prejudice or Their Eyes Were Watching God, take notes on how the following themes impact the marriages shown in the film:
|Love |Reputation |Class |
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Novel Writing Task
Applies to Standards:
3.2. All students will write clear, concise, organized language that varies in content and form for different audiences and purposes.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis).
D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, literary merit, and produce an interpretation of overall effectiveness.
Brief Description:
This activity allows students to visually organize their thoughts before engaging in a formal written analysis of theme in a novel
How to Teach It:
1. After students have finished reading and discussing the novel; present students with the Novel Writing Task.
2. Next, ask for different student volunteers to name all of the significant marriages in the work. Generate a list on the board.
3. Distribute and explain how to use a Three Way Venn Diagram.
4. Students will use the diagram to compare and contrast different aspects of the three marriages.
5. Independently, students will write their essays.
Example: See the attached Novel Writing Task and Three Way Venn Diagram
Novel Writing Task
In both Hurston’s Their Eyes Were Watching God and Austen’s Pride and Prejudice the impact of marriage on the lives of women is a central theme. Chooses one of the two novels and compare and contrast three of the marriages present in the work. How do the social conditions of the period impact the courtship (if applicable) and ultimately the decision to marry? What statement do you think the author is making about marriage as an institution and what it takes for one to have a successful marriage? Use the graphic organizer (three way Venn Diagram) to organize your thoughts. Also, use direct quotations from the text to support your thesis.
Pre-Writing Space
Use the space below to organize your thoughts before writing.
Graphic Organizer for Novel Compare and Contrast Essay
A= ______________________________ B= ___________________________ C= ___________________________
Figurative Language Activity
Applies to Standards:
3.1 All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
G.7 Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, and personification).
Brief Description:
This activity allows students to analyze how an author’s use of figurative language impacts the meaning of the poem.
How to Teach It:
1. Students should read Goodison’s poem “Mother the Great Stone Got to Move” once to themselves and then listen to the teacher read it aloud once for general meaning.
2. Next, students should re-read the poem silently, this time pulling out specific examples of figurative language to add to their
charts.
3. Lastly, students are to determine how the use of figurative language (i.e. comparing love to a thorny rose) changed their understanding of the poem and clarified the author’s intentions.
Example: See the attached Figurative Language handout.
Figurative Language Activity
Directions: When reading a poem it is important that you are aware that a poet is employing poetic devices as it may change your understanding of the poem and clarify the poet’s intention.
Look for the following common poetic devices: metaphor, simile, personification, alliteration, assonance, hyperbole, connotation, denotation, imagery, oxymoron, pun, repetition, form, stanza patterns, rhyme scheme, rhythm, etc.
|Poetic Device |Example from text |Impact on the poem’s meaning |
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Goodison Writing Task
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Brief Description:
This activity allows students to choose what form of writing will best allow them to evaluate a poem.
How to Teach It
1. After students have read and analyzed “Mother the Great Stone Got to Move”, distribute the writing tasks.
2. Teacher should read each option out loud and answer any clarifying questions.
3. Students should then choose the form they would like to use and begin working independently on their response.
Example: See the attached Goodison Writing Task handout.
Goodison Writing Task
Directions: After having read, analyzed and discussed Goodison’s poem “Mother the Great Stone Got to Move,” choose a written form through which you will respond to the text.
Form A: Compose a poem that describes a personal obstacle that you have had to overcome, or that you have witnessed someone else overcome. Make sure to use poetic elements in your narrative writing (metaphors, imagery, etc.)
Form B: Compose a personal narrative that describes a personal obstacle that you have had to overcome, or that you have witnessed someone else overcome. Make sure to use poetic elements in your narrative writing (metaphors, imagery, etc.)
Form C: Compose an essay analyzing Goodison’s use of the stone as an extended metaphor in “Mother the Great Stone Got to Move”. Why is the stone an effective image? What other figurative language in the poem helps to heighten your understanding of the poem’s meaning?
Emotional Appeal Map
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
A.3 Uses strategies such as graphic organizer or outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Brief Description:
This activity allows students to examine how an author’s use of emotional appeal impacts the reader’s reaction to the work..
How to Teach It:
1. After students have read, analyzed and discussed “The Slave Mother”, review the concept of emotional appeal.
2. Ask students to identify examples of emotional appeal in the poem and add them to their maps.
3. Finally, students will use their maps to answer the Reader’s Response question.
4. Teacher may ask student volunteers to share their responses with the class.
Example: See the attached Emotional Appeal Map.
Emotional Appeal Map
Directions: In the center write the definition for Emotional Appeal. In each of the rectangular boxes below, write a quote from Harper’s poem “The Slave Mother” that illustrates her use of emotional appeal. Next, respond to the following question: How has Harper’s use of emotional appeal impacted your understanding of the poem’s central themes?
Panel Discussion
Applies to Standards:
3.3 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
B.7 Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.4 All students will listen actively to information from a variety of sources in a variety of situations.
A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
Brief Description:
This activity allows students to orally communicate their ideas as well as demonstrate their ability to listen to their peers and respond appropriately.
How to Teach It:
1. Explain to the students the purpose and function of a panel discussion. Explain how it is different from a normal class discussion.
2. Explain the responsibilities of each role in the discussion.
3. Finally, explain the question that the panel discussion will center be addressing (the task).
* On the day of the Panel Discussion there should be a row of desks where the panelists sit at the front of the room facing the audience. Review all of the roles before starting discussion. You may want to give students a time limit per comments and appoint a time manger as well).
Example: See the attached Panel Discussion Guidelines.
Panel Discussion Guidelines
A Panel Discussion involves a group of interested/knowledgeable people who come together to discuss a single topic in front of an audience. There is a moderator present to help facilitate discussion; however, the conversation is often directed by audience questions.
Roles
Moderator: The teacher will act as the moderator by keeping a balance between panel members’ contributions as well as identifying issues, clarifying questions, and summarizing statements.
Panel Member: The student panelists are to listen to one another and present their position on the matter in a way that is both respectful and academically informed.
Audience Member: The audience members are to listen attentively to the panelists and take notes on what is being said, so that they may respond correctly. The audience members are to ask questions of either specific panelist or of the whole panel as it relates to the topic
Task:
All students must come prepared to answer the question “Should race be a consideration when deciding whether or not to marry the person you love?” You may reference Gish Jen’s short story “Who’s Irish?”, but you must reference at least three outside sources (i.e. magazine or newspaper articles, books, historical accounts, etc.)
“Who’s Irish” Writing Task
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Brief Description: This activity allows students how to synthesize the ideas they have derived from their reading, class discussion, and personal experiences related to “Who’s Irish,” and create a coherent argument.
How to Teach It:
1. Read the task out loud.
2. Answer any clarifying questions about the task.
3. Give students a set time to write in class or assign task for homework.
Example: See the attached “Who’s Irish” Writing Task .
“WHO’S IRISH?” WRITING TASK
Directions for Writing:
In no less than five clear and well organized paragraphs, respond to the following question: How can cultural difference within a family weaken or strengthen the familial bonds? Be sure to use direct quotes from “Who’s Irish” as well as the information that you have generated from participating in the panel discussion to support your thesis.
Pre-Writing Space
Use the space below to organize your thoughts before writing
Interpreting Meaning (Poetry)
Applies to Standards:
3.1 All students will understand and apply the knowledge of sound, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and text with fluency and comprehension.
G.5 Recognize literary concepts, such as rhetorical device, logical fallacy and jargon, and their effect on meaning.
Brief Description: This activity gives students a systematic approach to analyzing poetry.
How to Teach It:
1. Assign “Child Burial” for the class to read silently. Encourage students to underline or highlight phrases that stand out.
2. When students have read “Child burial”, read the poem again out loud while students follow along.
3. Then go through each of the questions on the handout and answer the questions with the class’s help.
4. Next, give students “A Mother to her Waking Infant,” and instruct them to answer the questions independently.
Example: See the attached Interpreting Meaning in Poetry handout.
Interpreting Meaning
Poem: _________________________________ Poet: __________________________________
Directions: When trying to construct meaning of a poem, you should read the text several times, both silently and out loud. The following are questions to help you uncover the poem’s true meaning?
What is the subject of the poem?
What is the feeling you get from the poem?
What tone does the author have with the reader?
What themes are present in the work?
Is there a moral or lesson being taught in the poem?
“Barbie-Q” Writing Activity
Applies to Standards:
2. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
A.1 Engage in the full writing process by writing daily and for sustained amounts of time.
A.3 Use strategies such as graphic organizers and outlines to plan and write drafts according to intended message, audience, and purpose for writing.
Brief Description:
This activity will require students to write a four paragraph essay based on a comparison of the poem “Barbie Doll” and te poem “Barbie Q.”
How to Teach It:
1. Have students read “Barbie Doll” from text and “Barbie Q” from handout (see next page).
2. Have students discuss similarities and differences between these two works in relation to female self-perception
3. Have students write four paragraph essays incorporating quotes from both poems.
4. Have students read each other’s papers and add corrections.
5. Students will submit final drafts.
Example: Not applicable
BARBIE-Q
For Licha
by Sandra Cisneros
Yours is the one with mean eyes and a ponytail. Striped swimsuit, stilettos, sunglasses, and gold hoop earrings. Mine is the one with bubble hair. Red swimsuit, stilettos, pearl earrings, and a wire stand. But that’s all we can afford, besides one extra outfit apiece. Yours, “Red Flair,” sophisticated A-line coatdress with a Jackie Kennedy pillbox hat, white gloves, handbag, and heels included. Mine, “solo in the Spotlight,” evening elegance in black glitter strapless gown with a puffy skirt at the bottom like a mermaid tail, formal-length gloves, pink chiffon scarf, and mike included. From so much dressing and undressing, the black glitter wears off where her titties stick out. This and a dress invented from an old sock when we cut holes here and here and here, the cuff rolled over for the glamorous, fancy-free, off-the-shoulder look.
Every time the same story. Your Barbie is roommates with my Barbie, and my Barbie’s boyfriend comes over and your Barbie steals him, okay? Kiss kiss kiss. Then the two Barbies fight. You dumbbell! He’s mine. Oh no he’s not, you stinky! Only Ken’s invisible, right? Because we don’t have money for a stupid-looking boy doll when we’d both rather ask for a new Barbie outfit next Christmas. We have to make do with your mean-eyed Barbie and my bubblehead Barbie and our one outfit apiece not including the sock dress.
Until next Sunday when we are walking through the flea market on Maxwell Street and there! Lying on the street next to some tool bits, and platform shoes with the heels all squashed, and a fluorescent green wicker wastebasket, and aluminum foil, and hubcaps, and a pink shag rug, and windshield wiper blades, and dusty mason jars, and a coffee can full of rusty nails. There! Where? Two Mattel boxes. One with the “Career Gal” ensemble, snappy black-and-white business suit, three-quarter-length sleeve jacket with kick-pleated skirt, red sleeveless shell, gloves, pumps, and matching hat included. The other, “Sweet Dreams,” dreamy pink-and-white plaid nightgown and matching robe, lace-trimmed slippers, hair-brush and hand mirror included. How much? Please, please, please, please, please, please, please, until they say okay.
On the outside you and me skipping and humming but inside we are doing loopity-loops and pirouetting. Until at the next vendor’s stand, next to boxed pies, and bright orange toilet brushes, and rubber gloves, and wrench sets, and bouquests of feather flowers, and glass towel racks, and steel wool, and Alvin and the Chipmunks records, there! And there! And there! And there! and there! and there! and there! Bendable Legs Barbie with her new page-boy hairdo, Midge, Barbie’s best friend. Ken, Barbie’s boyfriend. Skipper, Barbie’s little sister. Tutti and Todd, Barbie and Skipper’s tiny twin sister and brother. Skipper’s friends, Scooter and Ricky. Alan, Ken’s buddy. And Francie, Barbie’ MOD’ern cousin.
Everybody today selling toys, all of them damaged with water and smelling of smoke. Because a big toy warehouse on Halsted Street burned down yesterday-see there?-the smoke still rising and drifting across the Dan Ryan expressway. And now there is a big fire sale at Maxwell Street, today only.
So what if we didn’t get our new Bendable Legs Barbie and Midge and Ken and Skipper and Tutti and Todd and Scooter and Ricky and Alan and Francie in nice clean boxes and had to buy them on Maxwell Street, all water-soaked and sooty. So what if our Barbies smell like smoke when you hold them up to your nose even after you wash and wash and wash them. And if the prettiest doll, Barbie’s MOD’ern cousin Francie with real eyelashes, eyelash brush included, has a left foot that’s melted a little-so? If you dress her in her new “Prom Pinks” outfit, satin splendor with matching coat, gold belt, clutch, and hair bow included, so long as you don’t lift her dress, right?--who’s to know.
Motherhood Writing Task
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.2 Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Brief Description: This activity allows students to demonstrate their understanding of how a poet uses language to convey emotion.
How to Teach It:
1. Give the students the task BEFORE they read the poem
2. While students are reading encourage them to make note of social and emotional struggles that are visible.
3. Discuss “The Mother” and “The Lost Baby Poem” in a whole group discussion.
4. Refer to the Interpreting Meaning handout.
Example: See the attached Motherhood Writing Task.
Motherhood Writing Task
Directions for Writing:
After reading, analyzing, and discussing Gwendolyn Brooks’ “The Mother” and Lucille Clifton’s “The Lost Baby Poem”, answer the following question: How do Brooks and Clifton illustrate the psychological and emotional struggles of women facing the decision to have an a abortion. Be sure to use direct quotes from the poems as well as the information that you have generated from participating in class discussion and your graphic organizers to support your thesis. Consider the author’s use of tone and imagery in your response.
Pre-Writing Space
Use the space below to organize your thoughts before writing
Juno Viewing Guide
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.7 Demonstrate personal style and voice effectively to support the purpose of writing and engage the audience in a piece of writing.
3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.1 Speak for a variety of purposes (e.g. persuasion, information, entertainment, literary interpretation, dramatization, and personal expression).
3.5 All students will access, view, evaluate and respond to print, non print, and electronic text and resources.
A.2 Identify and evaluate how a media product expresses the values of the culture that produces it.
Brief Description: This activity allows students to compare themes in poetry with common themes found in media; as well as, to compose and present poetry that demonstrates their understanding of the theme.
How to Teach It:
1. Have students read Di Prima’s poem “Song for Baby-O, Unborn.”
2. Discuss the meaning and tone of the work.
3. Introduce the film Juno (The film won an academy award this year).
4. Explain the connection to the poem and explain the assignment.
5. Pause the film after each section (autumn, winter, spring, and summer) so that students have an opportunity to jot down their notes.
Example: See the attached Juno Viewing Guide
Juno Viewing Guide
Directions: While watching the film Juno, record Juno’s feelings towards her unborn baby during each season. After having read Di Prima’s poem “Song for Baby-O, Unborn”, write a poem that expresses Juno’s feelings about her unborn baby. Finally, recite your poem to the class, paying attention to the rhythm, flow, meter, etc.
|Autumn |Winter |
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|Spring |Summer |
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The Art of Rhetoric
Applies to Standards:
3.2 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
D.3 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of the overall effectiveness.
Brief Description: This activity allows students to identify the different forms of rhetoric that make “Queen Elizabeth’s Speech to the Troops at Tilbury” so memorable.
How to Teach It:
1. Teacher will introduce students briefly to Aristotle’s theories on rhetoric.
2. Students will take notes on Pathos, Ethos, and Logos.
3. Students will read Queen Elizabeth’s “Speech to the Troops at Tilbury” and identify example of each rhetorical element in the speech.
4. Last students will watch a clip from the movie “Elizabeth” where the Queen gives the speech.
5. Teacher will lead a discussion with the students on how seeing and hearing the speech may have changed the impact of what was being said.
Example: See the attached Art of Rhetoric handout.
The Art of Rhetoric
Directions: After reading Queen Elizabeth’s “Speech to the Troops at Tilbury,” find two examples that demonstrate her use of each of the rhetorical devices below.
THE ART OF RHETORIC
PATHOS LOGOS ETHOS
Example #1 Example #2
|Oral Presentation Rubric |Top of Form |
| |Bottom of Form |
|Criteria |0 |1 |2 |3 |
|Nonverbal Skills | | | | |
|Eye Contact |Does not attempt to look at audience at all,|Only focuses attention to one particular |Occasionally looks at someone or some groups|Constantly looks at someone or some groups at|
| |reads notes the entire time |part of the class, does not scan audience |during presentation |all times |
|Facial Expressions |Has either a deadpan expression of shows a |Occasionally displays both a deadpan and |Occasionally demonstrates either a deadpan |Gives audience clues to what the content of |
| |conflicting expression during entire |conflicting expression during presentation |OR conflicting expression during |speech is about; Appropriate expression, |
| |presentation | |presentation |never notice a deadpan or conflicting |
| | | | |expression |
|Gestures |No gestures are notices | | |Natural hand gestures are demonstrated |
|Posture |Sits during presentation or slumps | |Occasionally slums during presentation |Stands up straight with both feet on the |
| | | | |ground. |
|Vocal Skills | | | | |
|Enthusiasm |Shows absolutely no interest in topic |Shows some negativity toward topic presented|Occasionally shows positive feelings about |Demonstrates a strong positive feeling about |
| |presented | |topic |topic during entire presentation |
|Vocalized Pauses (uh, well uh, um) |10 or more are noticed |6-9 are noticed |1-5 are noticed |No vocalized pauses noticed |
|Content | | | | |
|Topic Announced |Audience has no idea what the report is on | |Vaguely tells audience what report is over |Clearly explains what the report is covering |
|Time frame |Presentation is less than minimum time |Presentation is more than maximum time | |Presentation falls within required time frame|
|Visual Aid |Poor, distracts audience and is hard to read|Adds nothing to presentation |Thoughts articulated clearly, but not |Visual aid enhances presentation, all |
| | | |engaging |thoughts articulated and keeps interest |
|Completeness of Content |One or more points left out |Majority of points glossed over |Majority of points covered in depth, some |Thoroughly explains all points |
| | | |points glossed over | |
|Professionalism of Presentation |Mumbles, audience has difficulty hearing, |Thoughts don't flow, not clear, does not |Thoughts articulated clearly, though does |Presentation is organized and the interest |
| |confusing |engage audience |not engage audience |level of the audience is maintained |
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NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2008-2009
Mr. Samuel Gonzalez, Chairperson
Ms. Shanique L. Davis-Speight, Vice Chairperson
Mr. Tharien Arnold
Ms. Barbara King
Mr. Anthony Machado
Ms. Eliana Pintor
Ms. Arelis Romero
Mr. Felix A. Rouse
Mr. Carlos Valentin, Jr.
Essential Questions
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Strand D: Fluency
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What methods can you use to improve comprehension when reading classic poetry similar to Phillis Wheatley’s “To His Excellency, General Washington?”
How does Phillis Wheatley’s use of the genre of poetry in “To His Excellency, General Washington” help the reader understand her purpose to expose Social and Political Inequality?
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(NPS) Students will examine the various poetic elements employed in Phillis Wheatley’s poem “To His Excellency, General Washington” and discuss the relevance of her poem to the struggles of women.
Teacher will provide a list of various strategies to improve fluency and comprehension when reading poetry and then students will apply these strategies to their reading of Phillis Wheatley’s “To His Excellency, General Washington”
Students will list poetic elements from Phillis Wheatley’s “To His Excellency, General Washington,” using Poetic Elements Activities and share results with the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Gates, Henry Louis. Trials of Phillis Wheatley: America’s First Black Poet and Her Encounters with the Founding Fathers. 2003. New York: Basic Civitas Books. ISBN: 9780465027293.
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality.
How can you improve your fluency and comprehension when reading short stories such as “Daughters of the Late Colonel” by Katherine Mansfield?
How does the short story genre help the reader to understand the author’s purpose in “Daughters of the Late Colonel” by Katherine Mansfield?
What are the literary techniques indicative of a novel that are evident in the excerpt from A Room of One’s Own by Virginia Woolf? How does the novel genre help the reader to understand the Social and Political Struggles of Women?
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(NPS) Students will identify and discuss short story elements that reveal the author’s purpose in “Daughters of the Late Colonel” by completing concept maps and then reporting to class.
(NPS) Students will locate and identify the aspects of a novel that are evident in the selected excerpts from A Room of One’s Own, and discuss with the class the effect of this genre on the concepts in this unit.
Teacher will review techniques to improve students’ fluency and comprehension while reading, and students will apply these techniques to their reading of “Daughters of the Late Colonel” by using Fishbone Chart Activity.
Teacher will review the elements of a short story, and utilize Short Story Concept Map and Group Activity: Setting Chart for students to complete based on elements from “Daughters of the late Colonel.” Teacher will then ask students to share their results with the class.
Teacher will review elements of a novel and distribute Novel Concept Map for students to complete by detecting elements in excerpts from A Room of One’s Own.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Mansfield, Katherine. Katherine Mansfield’s Collected Stories. 2005. New York: Norton. ISBN: 9780393925333.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does the poetry genre help the reader to understand the author’s purpose in Coosaponakeesa’s poem written “For Joy Hario?”
What evidence indicates that Marge Piercy’s poem “Barbie Doll” is a narrative, and how does this format expose the Social and Political Struggles of women?
Unit II: Self-Perception
How does the poetry genre help the reader to understand the author’s purpose in Gwendolyn Brooks’s “A Song in the Front Yard?”
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(NPS) Students will discuss elements of poetry that distinguish this genre from prose and then discuss the effectiveness of poetry in the revealing the struggles of women for Social and Political Equality.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
Teacher will list and discuss various elements of the genre of poetry and then moderate a group discussion in which students apply these elements to Coosaponakeesa’s poem “For Joy Hario,” and complete Poetic Elements Activities (Also, use Interpreting Meaning Activity).
Teacher will review techniques to improve students’ fluency and comprehension while reading and then students will apply these techniques to their reading of “Barbie Doll” while using Poetic Elements Activities. (Also, use Interpreting Meaning Activity).
Teacher will list and discuss various elements of the genre of poetry and then moderate a group discussion in which students apply these elements to Gwendolyn Brooks’s “A Song in the Front Yard?” (Use Poetic Elements Activities).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Green, Rayna. Ed. 1984. That's What She Said: Contemporary Poetry and Fiction by Native American Women. Indiana: Indiana UP. ISBN: 9780253203380.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What literary techniques indicative of a novel are evident in Kate Chopin’s The Awakening? How does the novel genre help the reader to understand the struggles for a positive self-perception experienced by women?
How can you improve your fluency and comprehension when reading novels such as Kate Chopin’s The Awakening?
Why is Edna St. Vincent’s use of the sonnet genre in her poem “I, Being Born a Woman and Distressed” appropriate for the themes presented?
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(NPS) Students will improve their comprehension and analysis of novels like The Awakening by completing Dialectical Journals and by recording and defining all vocabulary that is challenging.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
Teacher will review elements of a novel and distribute Novel Concept Map for students to complete by detecting elements in excerpts from A Room of One’s Own. Students will also complete Understanding Plot and Subplots Activity.
While reading, students will complete Dialectical Reading Journal and record characterization, main events and questions. Students will also record and define all challenging vocabulary words (Use Vocabulary Strategies Activities).
Teacher will review components of the two types of sonnets , and students will identify these components in “I, Being Born a Woman and Distressed.” Students will complete Identification and Analysis of Themes Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Randon House. ISBN: 9780375761232
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What methods can you use to improve your fluency and comprehension when reading poetry similar to Sandra Cisneros’s “Barbie Q?”
Unit III: Female Unity
How does the short story genre help the reader to understand the author’s purpose in “Poets in the Kitchen” by Paule Marshall?
How does Amy Lowell’s use of literary allusions contribute to your general understanding of her views on female unity within the poem, “The Sisters?”
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
Teacher will provide a list of various strategies to improve fluency and comprehension when reading poetry. Students will apply these strategies to their reading of Sandra Cisneros’s “Barbie Q?”
Teacher will review the elements of a short story, and utilize Short Story Concept Map and Group Activity: Characterization Chart for students to complete based on elements from “Poets in the Kitchen.” Teacher will then ask students to share their results with the class
Students will list poetic elements from Amy Lowell’s “The Sisters” in their journals and share results with the class. Students will complete Poetic Elements Activities (Also use Interpreting Meaning Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Cisneros, Sandra. Women Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How does Judith Wright’s use of the genre of poetry in “The Sisters” help the reader to understand her purpose of fostering female unity?
How can students read Their Eyes Were Watching God with fluency and comprehension?
Unit V: Motherhood
How does Diane Di Prima’s use of the genre of poetry in “Song for Baby-O, Unborn” help the reader to understand the author’s view of abortion?
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
Students will list poetic elements in their journals from Judith Wright’s “The Sisters” that reflect the concept of female unity, and then share ideas with the class. Students will complete Poetic Elements Activities. (Also use Interpreting Meaning Activity).
After reading excerpts from Their Eyes were Watching God, Students will complete Novel Concept Chart and share results with the class.
Students will list poetic elements in their journals from Diane Di Prima’s “Song for Baby-O Unborn” that reflect the concept of female unity, and then share ideas with the class. Students will complete Poetic Elements Activities. (Also, use Motherhood Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Di Prima, Diane. Pieces of Song: Selected Poems. 2001. New York: City Lights. ISBN: 9780872862371.
Strand D: Fluency
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit VI: Leadership/ Power
What methods can you use when reading poetry from the Romantic Period, such as Anna Laetitia Barbauld’s “The Rights of Woman” to gain a better understanding of her implications for leadership and power?
What methods can you use to improve your fluency and comprehension when reading poetry similar to Rita Dove’s “Rosa?”
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
(CPI) 3. Read a variety of genres and types of text with fluency and comprehension.
Teacher will discuss the primary aspects of Romanticism and the various women poets of this period. Students will then read Anna Laetitia Barbauld’s “The Rights of Woman” and discuss the connections between the poem and the information provided by the teacher (Use Venn Diagram Literature/ History Chart).
Teacher will provide a list of various strategies to improve fluency and comprehension when reading poetry. Students will apply these strategies to their reading of Rita Dove’s “Rosa.” Students will complete Poetic Elements Activities (Also use Interpreting Meaning Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802
Strand E: Reading strategies (Before, During, and After Reading)
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How can the ideas and themes presented in Judith Wright’s poem, “Naked Girl and the Mirror” be related to modern day struggles of women to develop a positive self-perception?
Unit III: Female Unity
How can the ideas and themes presented in Christina Rosetti’s “Goblin Market” be related to the necessity for female unity in contemporary times?
(CPI) 2. Use a variety of graphic organizers with various text types for memory retention and monitoring comprehension.
(CPI) 2. Use a variety of graphic organizers with various text types for memory retention and monitoring comprehension.
After reading and discussing Judith Wright’s poem, “Naked Girl and the Mirror,” students will complete the “Naked Girl and the Mirror” Activity and discuss results with their peers. Students will then write 2 paragraph responses in their journals highlighting the connection between this poem and modern day struggles of women to develop a positive self-perception.
Students will view pictures included in the original publication of “Goblin Market” before reading the poem and discuss possible connections. Students will view pictures again after reading and write in their journals a list of the connections.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand F: Vocabulary and Concept Development
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How can you improve your knowledge and usage of new vocabulary through your reading of Kate Chopin’s The Awakening?
Unit III: Female Unity
How can you improve your knowledge and usage of new vocabulary through your reading of Christina Rosetti’s “Goblin Market?”
Unit IV: Marital Relationships
How can your knowledge of word origins as well as historical and literary context clues determine the meanings of vocabulary words in Jhumpa Lahari’s short story, “Temporary Matters?”
(CPI) 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
(CPI) 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
(CPI) 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
Students will create vocabulary notebooks in which they will record all challenging vocabulary words while reading The Awakening by Kate Chopin and provide definitions. Teachers will select activities from Vocabulary Strategies List.
While students read “Goblin Market” aloud, each student will circle difficult words. After reading is completed, students will provide definitions. Teachers will select activities from Vocabulary Strategies List.
While students read excerpts from “Temporary Matters” aloud, each student will circle difficult words. After reading is completed, students will provide definitions. Teachers will select activities from Vocabulary Strategies List.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Lahari, Jhumpa. Unaccustomed Earth. 2008. new York: Knopf. ISBN: 97803072665739.
Strand F: Vocabulary and Concept Development
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can your knowledge of word origins as well as historical and literary context clues determine the meanings of vocabulary words in Sandra Cisneros’s short story, “Woman Hollering Creek?”
Unit VI: Leadership/ Positions of Power
How can your knowledge of word origins as well as historical and literary context clues determine the meanings of vocabulary words in Virginia Woolf’s “Professions for Women?”
(CPI) 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
(CPI) 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary
While students read excerpts from Woman Hollering Creek aloud, each student will circle difficult words. After reading is completed, students will provide definitions. Teachers will select activities from Vocabulary Strategies List.
While students read excerpts from “Professions for Women” aloud, each student will circle difficult words. After reading is completed, students will provide definitions. Teachers will select activities from Vocabulary Strategies List.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cisneros, Sandra. Women Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Woolf, Virginia. Complete Shorter Works of Fiction. 1989. New York: Harvest. ISBN: 9780156212502.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How can you apply specific statistics regarding teenage eating disorders like bulimia and anorexia to your analysis of the speaker’s shock about the development of her body in “Naked Girl and the Mirror?” How do eating disorders relate to a woman’s lack of a positive self-perception?
Unit VI: Leadership and Positions of Power
How can you relate Feminist Literary Critical Theory to Rita Dove’s poem “Rosa?”
(CPI) 1. Apply a theory of literary criticism to a particular literary work.
(CPI) 1. Apply a theory of literary criticism to a particular literary work.
Teacher will distribute articles including statistics about teenage bulimia and anorexia; students will read articles and highlight important points; students will read poem and draw connections in full group discussion.
Teacher will explain Feminist Literary Critical Theory to the students. Students will read Rita Dove’s “Rosa” and list in their journals all words, lines, or phrases that may be evaluated according to feminist theory. Students will share results with the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How can the Greek myth “Persephone” contribute to your understanding of the themes in Alice Walker’s “Flowers?”
Unit III: Female Unity
How can the Greek myth “Pandora” contribute to your understanding of the themes in Christina Rosetti’s “Goblin Market?”
(CPI) 3: Compare and evaluate the relationship between past literary traditions and contemporary writing.
(CPI) 3: Compare and evaluate the relationship between past literary traditions and contemporary writing.
Teacher will distribute handout of Greek myth “Persephone” and students will read silently, while circling and highlighting key ideas. Teacher will then distribute Venn Diagram Literature and History Comparison Chart, divide students into groups of 3-4, and instruct them to complete the diagram. Students will then share results with the class.
Teacher will distribute handout of Greek myth “Pandora” and students will read silently, while circling and highlighting key ideas. Teacher will then distribute Venn Diagram literature and History Comparison Chart, divide students into groups of 3-4, and instruct them to complete the diagram. Students will then share results with the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Hamilton, Edith. Mythology. 1998. New York: Back Bay Books. ISBN
978-0316341516.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
In what ways has Frances E.W Harper’s poem “The Slave Mother” served as an inspiration to female poets who lived in later centuries and wished to address the theme of motherhood?
Unit VI: Leadership/ Positions of Power
How is Queen Elizabeth’s “Speech to the Troops at Tilbury” a reflection of female leadership and power and an example for future women in positions of political leadership?
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
Students will list other poets in the Motherhood Unit whose themes are the same as those in Frances E. W. Harper’s poem “The Slave Mother,” and then discuss the similarities and difference in small groups (Historical Background Organizers and Venn Diagram Literature/ History Comparison Chart).
Students will read selection from The Life of Queen Elizabeth I text that coordinates with Queen Elizabeth’s “Speech to the Troops at Tilbury” and discuss the connection between the historical events that were occurring during the time of her speech and the speech itself, using Historical Background Organizer and Venn Diagram Literature/ History Comparison Chart.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Weir, Alison. The Life of Queen Elizabeth I. 1999. New York: Ballantine House. ISBN: 9780345425508.
Weir, Alison. The Life of Queen Elizabeth I. 1999. New York: Ballantine. ISBN: 9780345425508
Strand: G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does the author reveal the social position and limitations placed upon women by society in “Daughters of the Late Colonel” by Katherine Mansfield?
How does the author reveal the historical and social conditions that the main character endures in “In Search of Our Mother’s Gardens” by Margaret Walker?
How does Virginia Woolf display the Social and Political Events that affect women’s lives in A Room of One’s Own?
(CPI) 4. Analyze how works of a given period reflect historical and social events and conditions.
(NPS) Students will identify and discuss the limitations placed on women by society as they are revealed in “In Search of Our Mother’s Gardens.”
(NPS) Students will create a list in their journals of the historical and social conditions witnessed by the main characters in the excerpt from A Room of One’s Own, and then share these lists with the class.
•
Students will complete Historical Background Organizer Activity on which they will list social and historical references incorporated in “Daughters of the Last Colonel.”
In small groups, students will complete a Group Activity: Characterization Chart including the words, thoughts, feelings, and actions of characters in “In Search of Our Mother’s Gardens” as they relate to the position of women in society.
Teacher will instruct students to create lists of the historical and social conditions witnessed by the main character in the excerpt from A Room of One’s Own in their journals and then share these lists with the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Strand: G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How do various literary works written by women reflect the historical and social events and conditions during which they were written?
How does the author reveal the historical and social conditions that the main character experienced and/or witnessed in Coosaponakeesa’s poem written “For Joy Hario?” How do some of these struggles still exist today for Native American Women?
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(NPS) Students will read an article discussing the struggles and conflicts faced by Native American Women in the eighteenth century. Students will then read Coosaponakeesa’s poem written “For Joy Hario” and identify connections between the historical background and the contents of the poem.
Students will complete Historical Background Organizer on which they will list social and historical references incorporated in various literary works written by women.
Students will highlight important ideas in article about Native American Woman Teacher will then read poem “For Joy Hario”aloud to class and instruct them to list the connections between the historical background and the poem using Venn Diagram Literature and History Comparison Chart.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Green, Rayna. Ed. 1984. That's What She Said: Contemporary Poetry and Fiction by Native American Women. Indiana: Indiana UP. ISBN: 9780253203380.
Blaisdell, Robert. Great Speeches by Native Americans. 2000. New York: Dover. ISBN: 9780486411224.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does Cynthia Ozick’s short story “The Shawl” reflect the social and historical events and conditions affecting the main characters?
Unit II. Self- Perception
What are the social and historical events associated with Sojourner Truth’s speech, “Ain’t I A Woman?”
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(NPS) Students will read an article discussing the struggles and conflicts faced by African-American women during the years of slavery in America. Students will then read Sojourner Truth’s speech “Ain’t I a Woman?” and identify connections between the historical background and the contents of the speech.
Students will highlight important ideas on a handout summarizing the struggle of Jewish Woman during the Holocaust, and list the connections between the historical background and the events in “The Shawl,” using Historical Background Organizers (Also, use Venn Diagram Literature/ History Comparison Chart).
Students will highlight important ideas revealed in a handout summarizing the struggle of African-American women during American slavery, and list the connections between the historical background and the events in “Ain’t I a Woman” using Historical Background Organizers. (Also, use Venn Diagram Literature/ History Comparison Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Ozick, Cynthia. The Cynthia Ozick Reader. Indiana: Indiana UP. ISBN: 9780253210531.
Ozick, Cynthia. The Shawl. 1990. New York: Vintage. ISBN: 978067972926.
Truth, Sojourner. The Narrative of Sojourner Truth. 2005. New York: Barnes and Noble. 9781593082932.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How does Anna Laetitia Barbauld’s poem “The Rights of Woman” reflect the plight of women in nineteenth century Great Britain, and the necessity for female unity?
Unit IV: Marital Relationships
How does Mary Freeman’s short story, The Revolt of Mother” reflect the social and historical events of her time? How can we compare/contrast these events with the situation on contemporary times?
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
Teacher will read Anna Laetitia Barbauld’s poem “The Rights of Woman” aloud while students highlight all words or phrases that indicate the plight of women in nineteenth century Great Britain, and then share results with class. Students will discuss whether some of these problems still exist today for American women (Use Historical Backround Organizer and Comparison/Contrast Outline Chart).
Students will use Historical Background Organizer and article reflecting historical and social conditions of Mary Freeman’s time to compare and contrast the contents of “The Revolt of Mother” with contemporary times.
(Also, use Venn Diagram Literature/ History Comparison Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does Shirley Kaufman’s poem “The Wife” reflect the historical and social conditions of her time? How can we relate these conditions to contemporary times?
How does Abigail Adams’s letter “Absolute Power Over Wives,”reflect the historical and social conditions of her time? How can we relate these conditions to contemporary times?
Unit V: Motherhood
What are the differences and similarities between the historical and social events presented in Gwendolyn Brooks’s “The Mother” and Lucille Clifton’s “the lost baby poem?”
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
Students will list in journals the statementsindicate historical or social conditions in Shirley Kaufman’s poem “The Wife.” Students will compare lists in their journals with conditions in contemporary times. (Use Venn Diagram Literature/ History Comparison Chart).
Students will list in journals the words and phrases that indicate historical or social conditions in Abigail Adams’s Letters. Students will compare lists in their journals with conditions in contemporary times. (See Journal Writing Activity)
Students will list in journals the words and phrases that indicate historical or social conditions in “The Mother” and “the lost baby poem.” Students will compare lists in their journals with conditions in contemporary times.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Kaufman, Shirley. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present: A Bilingual Anthology. 1999. New York: Feminist press at CUNY. ISBN: 9781558612242.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does Sandra Cisneros’s short story, “Woman Hollering Creek,” reflect the historical and social conditions of Mexican-American women in contemporary times?
How does Jane Austen’s novel Pride and Prejudice reflect the historical and social conditions of Great Britain in the nineteenth century in relation to marital relationships?
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
Students will highlight important ideas on a handout summarizing the struggle of Mexican-American women in contemporary times, and list the connections between the historical background and the events in “Woman Hollering Creek,” using Historical Background Organizers. Use “Woman Hollering Creek” Activity)
Students will highlight important ideas on a handout summarizing the women’s struggles in nineteenth century Great Britain, and list the connections between the historical background and the events in Pride and Prejudice, using Historical Background Organizer. (Also, use Venn Diagram Literature/ History Comparison Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cisneros, Sandra. Women Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Wright, Joe. Director. Pride and Prejudice. [videorecording]. Hollywood: Walt Disney Video. 2005. ASIN: B000E1ZBGS.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What are the differences and similarities between the historical and social events presented Paula Meehan’s “Child Burial” and Joanna Baillie’s “A Mother to Her Waking Infant?”
Unit VI: Leadership/ Positions of Power
How does Abigail Adams’s “Man is a Dangerous Creature” reflect the historical and social conditions of the United States in the nineteenth century in relation to female leadership and positions of power??
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
(CPI) 4: Analyze how works of a given period reflect historical and social events and conditions.
Students will list in journals the words and phrases that indicate historical or social conditions in “Child Burial” and “A Mother to Her Waking Infant.” Students will compare lists in their journals with conditions in contemporary times. (See Journal Writing Activity and
Venn Diagram Literature/ History Comparison Chart).
Students will list in journals the words and phrases that indicate historical or social conditions in Abigail Adams’s “Man Is a Dangerous Creature.” Students will compare lists in their journals with conditions in contemporary times. (See Journal Writing Activity and Venn Diagram Literature/ History Comparison Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Meehan, Paula. Pillow Talk. 1999. New York: Gallery. ISBN: 9781852351335.
Baillie, Joanna. Joanna Baillie: A Selection of Poems and Plays. 2002. London: Pickering and Chatto. ISBN: 97818519663584.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand: G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What rhetorical devices in Marge Piercey’s poem “Barbie Doll” enhance the author’s representation of the social and political inequality of women?
Unit III: Female Unity
What rhetorical devices in Christina Rosetti’s “Goblin Market” enhance the author’s representation of the positive effects of female unity?
(CPI) 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
(CPI) 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
Students will list in their journals the rhetorical devices used by Marge Piercey in “Barbie Doll” to enhance the author’s representation of the social and political inequality of women. Students will complete selected Poetic Elements Activities.
While reading Christina Rosetti’s “Goblin Market,” students will underline or highlight rhetorical devices, logical fallacies, and jargon in text. Students will then list their results in their journals. Students will complete Jargon Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does Zora Neale Hurston use rhetorical devices and jargon in Their Eyes Were Watching God to reveal the struggles within marital relationships?
Unit V: Motherhood
How does Gish Jen use rhetorical devices and jargon in “Who’s Irish?” to reveal the struggles within marital relationships?
How does Toni Morrison use rhetorical devices and jargon in Beloved to reveal the struggles inherent in motherhood?
(CPI) 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning
(CPI) 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning
(CPI) 5. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning
While reading excerpts from Zora Neale Hurston’s Their Eyes Were Watching God, students will underline or highlight rhetorical devices, logical fallacies, and jargon in text. Students will then list their results in their journals (Use Jargon Activity and Rhetorical Devices Activity).
While reading excerpts from Gish Jen’s “Who’s Irish?,” students will underline or highlight rhetorical devices, logical fallacies, and jargon in text. Students will then list their results in their journals.
While reading excerpts from Toni Morrison’s Beloved, students will underline or highlight rhetorical devices, logical fallacies, and jargon in text. Students will then list their results in their journals.
(See Journal Writing Activity, Jargon Activity, and Rhetorical Devices Activity)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Jen, Gish. Who’s Irish? Short Stories. 2000. New York: Vintage. ISBN: 9780375705922.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does Phillis Wheatley’s use of personification in “To His Excellency, General Washington” affect the reader’s emotions and understanding?
How do the literary devices employed by Nikki Giovanni in her poem “For Saundra” affect the emotions and understanding of the reader?
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
Students will work in small groups to identify and list in their journals all examples of personification found in “To His Excellency, General Washington,” using Poetic Elements Activities. Students will discuss the effect of these examples on the emotions and understanding of the reader.
Students will work in small groups to identify and list in their journals all examples of literary devices found in “To Saundra,” using Poetic Elements Activities. Students will discuss the effect of these examples on the emotions and understanding of the reader.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Gates, Henry Louis. Trials of Phillis Wheatley: America’s First Black Poet and Her Encounters with the Founding Fathers. 2003. New York: Basic Civitas Books. ISBN: 9780465027293.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II. Self-Perception
How do the literary devices employed by Anne Bradstreet in her poem “The Author to Her Book” affect the emotions and understanding of the reader in relation to the self-perception of women?
Unit III: Female Unity
How do the literary devices employed by Christina Rosetti in “Goblin Market” enhance her portrayal of female unity?
How does the emotional language and emphatic imagery in Anna Laetitia Barbauld’s “The Rights of Woman” help the reader to understand the personal struggles women encounter in their pursuit of female unity?
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
(CPI) 6. Interpret how literary devices affect reading emotions and understanding
(CPI) 6. Interpret how literary devices affect reading emotions and understanding
Students will work identify and list in their journals all examples of literary devices found in “The Author to Her Book” by Anne Bradstreet, using Poetic Elements Activities, and then discuss the effect of these examples on the emotions and understanding of the reader in relation to the self-perception of women.
While reading Christina Rosetti’s “Goblin Market,” students will highlight all literary devices and then share results with class.
Students will identify and list in their journals all examples of literary devices found in “The Author to Her Book” by Anne Bradstreet, using Poetic Elements Activities, and then discuss the effect of these examples on the emotions and understanding of the reader in relation to female unity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Wilson, Douglas. Beyond Statliest Marble: The Passionate Femininity of Anne Bradstreet. 2001. New York: Cumberland. ISBN: 9781581821642.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How do the literary devices used by Denise Levertov in “Divorcing” affect the reading emotions and understanding of the reader?
Unit V: Motherhood
How do the literary devices used by Frances E. W. Harper in “The Slave Mother” affect the reading emotions and understanding of the reader?
How do the literary devices used by Julia Alvarez in “The Master Bed” affect the reading emotions and understanding of the reader?
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
(CPI) 6. Interpret how literary devices affect reading emotions and understanding.
While reading Denise Levertov’s “Divorcing,” students will highlight all literary devices and then share results with class. Students will reveal the emotions they felt when reading the poem. Students will complete Emotional Appeal Map. (Use Poetic Elemensts Activities).
While reading Frances E. W. Harper’s “The Slave Mother,” students will highlight all literary devices and then share results with class. Students will reveal the emotions they felt when reading the poem. Students will complete Emotional Appeal Map.
While reading Julia Alvarez’s “The Master Bed,” students will highlight all literary devices and then share results with class. Students will reveal the emotions they felt when reading the poem.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Levertov, Denise. The Selected Poems of Denise Levertov. 2003. New York: New Directions. ISBN: 9780811215541.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426
Strand G: Comprehension Skills and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How is Sojourner Truth’s use of appropriate diction and figurative language appropriate for her message in “Ain’t I A Woman?”
How are Anne Bradstreet’s diction and use of figurative language in her poem “The Author to Her Book” appropriate to express her purpose for writing?
Unit III: Female Unity
How are Christina Rosetti’s use of diction and figurative language appropriate to her purpose of discussing the faithfulness of sisters toward each other?
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
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Students will identify aspects of diction and figurative language revealed in “Ain’t I A Woman” by Sojourner Truth. In a whole class discussion, students will discuss how these techniques help to portray the challenges of Self-Perception in Women.
Students will identify aspects of diction and figurative language revealed in Anne Bradstreet’s poem “The Author to Her Book,” Students will discuss, in small groups, how these techniques help to portray the challenges of self-perception in women. Use Poetice Elements Activities.
Students will list in their journals examples of diction and figurative language found in Christina Rosetti’s “Goblin Market” and share answers with the class. Use Poetice Elements Activities.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Truth, Sojourner. The Narrative of Sojourner Truth. 2005. New York: Barnes and Noble. 9781593082932.
Gordon, Charlotte. Mistress Bradstreet: The Untold Life of America’s First Poet. 2005. New York: Little, Brown, and Company. ISBN: 9780641869181.
Wilson, Douglas. Beyond Statliest Marble: The Passionate Femininity of Anne Bradstreet. 2001. New York: Cumberland. ISBN: 9781581821642.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand G: Comprehension Skills and Response to Text
Standard 3.1
Replace students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III. Female Unity
How does Anna Laetitia Barbauld effectively utilize diction and figurative language in her poem “The Rights of Woman,” in order to convey the necessity for female unity?
Unit IV: Marital Relationships
How can you analyze and evaluate the appropriateness of the diction found in Kate Chopin’s “Story of an Hour,” and discuss its relevance to marital relationships throughout the centuries.
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
Students will use Poetic Elements Chart to indicate various aspects of figurative language found in “The Rights of Woman” by Anna Laetitia Barbauld, and then relate these results to the poem’s effectiveness in expressing the necessity for female unity.
Students will list in their journals selected words that create the suspense and reveal the difficulties in the main character’s marital relationship after reading Kate Chopin’s “The Story of an Hour.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Strand G: Comprehension Skills and response to Text
Standard 3.1
Replace students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How is the diction in Charlotte Gilman’s “The Yellow Wallpaper,” appropriate for her exposure of the difficulties in marital relationships among contemporary women?
Unit V: Motherhood
How is the diction in Lorna Goodison’s poem “Mother the Great Stone Got to Move” appropriate for her exposure of the difficulties and challenges inherent in motherhood?
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
(CPI) 7: Analyze and evaluate figurative language within a text (e.g., irony, paradox, metaphor, simile, personification).
Students will list in their journals selected words that create suspense and reveal the difficulties in the main character’s marital relationship after reading Charlotte Gilman’s “The Yellow Wallpaper.” (Use Irony Comparison Chart and Reader Response Activity).
Students will use Poetic Elements Chart to indicate various aspects of figurative language found in “Mother the Great Stone Got to Move,” and then relate these results to the poem’s effectiveness in expressing the struggles of motherhood.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. 1989. New York: Bantam. ISBN: 9780553213751.
Goodison, Lorna. Turn Thanks: POEMS. 1999. Chicago: Illinois UP. ISBN: 9780252067884.
Strand G: Comprehension and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
In “In Search of Our Mother’s Gardens,” by Alice Walker, how does the author’s word choice create the mood in the story?
How does the author’s use of point of view, tone, and suspense enhance the meaning of the work as a whole in “In Search of Our Mother’s Gardens” by Alice Walker?
How does Maya Angelou’s word choice in I Know Why the Caged Bird Sings create specific images and contribute to the exposure of Social and Political Inequality of women?
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(NPS) Students will identify the author’s use of point of view, tone, and suspense in Alice Walker’s “In Search of Our Mother’s Gardens” by analyzing selected passages and by participating in a class discussion.
(NPS) Students will select words that create images to expose the Social and Political Inequality of Women in an excerpt from I Know Why the Caged Bird Sings.
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Teacher will review definition of author’s use of mood. Students will list in their journals words that create mood. Students will discuss how these techniques help to portray the Social and Political Inequality of Women.
Teacher will conduct a brainstorming session based on passages in the text that illustrate point of view, tone, and suspense. Students will complete Author’s Tone Activity and Point of View Activity.
Students will list in their journals words that create images that expose the Social and Political Inequality of Women in an excerpt from I Know Why the Caged Bird Sings. Students will complete Imagery Concept Map.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Angelou, Maya. The Complete Collected Works of Maya Angelou. 1994. New York: Random House. ISBN: 9780679428954.
Angelou, Maya. I Know Why The Caged Bird Sings. 1993. New York: Virago. ISBN: 9780860685111.
Strand G: Comprehension and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does Alice Walker’s use of tone and mood contribute to the revealing of specific themes in “In Search of Our Mother’s Gardens?”
How does Nikki Giovanni’s use of words create tone and mood within the poem “For Saundra,” and how do these elements expose the social inequality of women?
How does Edna St. Vincent Millay’s use of words create tone and mood within the poem “I. Being a Woman and Distressed,” and how do these elements expose the social inequality of women?
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
In small groups, students will read Alice Walker’s short story, “In Search of Our Mother’s Gardens,” aloud and complete Author’s Tone Activity. Students will discuss how these elements expose the social inequality of women.
In small groups, students will read Nikki Giovanni’s poem “For Saundra” aloud and list in their journals all of the words that create tone and/or mood, and then discuss how these elements expose the social inequality of women.
In small groups, students will read Edna St. Vincent Millay’s poem, “I, Being Born a Woman and Distressed” aloud and list in their journals all of the words that create tone and/or mood, and then discuss how these elements expose the social inequality of women (Use Author’s Tone Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Random House. ISBN: 9780375761232.
Strand G: Comprehension and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
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Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How does Eavan Boland’s use of words create tone and mood, as well as advance the theme of self-perception in the poems “In His Own Image” and “Anorexic?”
Unit III: Female Unity
How does Christina Rosetti’s use of words create tone and mood, as well as advance the theme of female unity in “Goblin Market?”
Which words in Anne Spencer’s “Letter to My Sister” indicate the author’s tone and the mood of the poem?
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
•
In small groups, students will read Eavan Boland’s poems, “In His Own Image” and “Anorexic” aloud and list in their journals all of the words that create tone and/or mood in the poem. Students will discuss with whole class how these elements expose the social inequality of women. Students will complete Author’s Tone Activity.
Students will list in their journals all words that create tone and mood found in Christina Rosetti’s “Goblin Market,” and discuss how these words advance the theme of the poem. Students will complete Author’s Tone Activity
Students will list in their journals all words that create tone and mood found in Anne Spencer’s “Letter to My Suster,” and discuss how these words advance the theme of the poem.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Boland, Eavan. New Collected Poems. 2008. New York: Norton. 9780393065794.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Greene, J. Lee. Time’s Unfading Garden: Anne Spencer’s Life and Poetry. 1977. Baton Rouge: Louisiana UP. ISBN: 0807102946.
Strand G: Comprehension and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
Which words are used to create tone or mood, as well as to advance the themes or purpose of the work in “A Temporary Matter” by Jhumpa Lahari?
Unit V: Motherhood
Which words are used to create tone or mood, as well as to advance the theme of motherhood in “The Mother” by Gwendolyn Brooks?
Which words are used to create tone or mood, as well as to advance the theme of motherhood in “the lost baby poem” by Lucille Clifton?
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(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
Students will list in their journals all words that create tone and mood found in Jhumpa Lahari’s “A Temporary Matter,”and discuss how these words advance the theme of the short story. (Use Identification and Analysis of Themes Chart).
Students will list in their journals all words that create tone and mood found in “The Mother” by Gwendolyn Brooks, and discuss how these words advance the theme of the poem.
Students will complete Author’s Tone Activity to identify words that create tone and mood in “The Mother” by Gwendolyn Brooks, and discuss how these words advance the theme of the poem.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Lahari, Jhumpa. Unaccustomed Earth. 2008. new York: Knopf. ISBN: 97803072665739.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Strand G: Comprehension and Response to Text
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
Which words are used to create tone or mood, as well as to advance the theme of motherhood in Beloved by Toni Morrison?
Unit VI: Leadership/ Positions of Power
How does Mary Wollstonecraft’s use of words create tone and mood, as well as advance the theme of leadership/ positions of power in A Vindication of the Rights of Woman?
How does Anna Laetitia Barbauld’s use of words create tone and mood, as well as advance the theme of leadership/ positions of power in “The Rights of Woman?”
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
(CPI) 9: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
Students will complete Author’s Tone Activity to identify words that create tone and mood in Beloved by Toni Morrison, and discuss how these words advance the theme of the poem.
Students will complete Author’s Tone Activity to identify words that create tone and mood in A Vindication of the Rights of Woman by Mary Wollstonecraft, and discuss how these words advance the theme of the poem.
Students will complete Author’s Tone Activity to identify words that create tone and mood in A Vindication of the Rights of Woman by Mary Wollstonecraft, and discuss how these words advance the theme of the poem.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416.
Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton. ISBN: 97803939557829.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Strand H: Inquiry and Research
Standard 3.1
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How do the book reviews of Kate Chopin’s The Awakening illustrate the various reactions of her readers to the shocking ending of the novel?
How do the book reviews of Edna St. Millay’s poetry illustrate the various reactions of her readers to the feminist ideas in her poetry?
(CPI) 4. Read and critically analyze a variety of works, including books and other print materials (e.g. periodicals, journals, manuals), about one issue or topic, or books by a single author in one genre, and produce evidence of reading.
(CPI) 4. Read and critically analyze a variety of works, including books and other print materials (e.g. periodicals, journals, manuals), about one issue or topic, or books by a single author in one genre, and produce evidence of reading.
Students will use computer databases to research book reviews of Kate Chopin’s The Awakening and record their results in journals with sources. Students will construct a short paper with Works Cited Page in response to this question: “How did the critics view the shocking ending of The Awakening?” (Refer to Brainstorming for Writing Activity)
Students will use computer databases to research book reviews of Edna St. Vincent’s sonnets and record their results in journals with sources. Students will construct a short paper with Works Cited Page in response to this question: “How did Edna St. Vincent Millay reflect a woman’s struggle for a positive self-perception in her works?”
(Refer to Brainstorming for Writing Activity)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Random House. ISBN: 9780375761232.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
.Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
Can your journal serve as a method by which to gain increased understanding of the literature in this unit?
How does the adversity faced by the main character in I Know Why the Caged Bird Sings compare and/or relate to circumstances in contemporary society?
What conflicts do you notice between the female protagonist’s external behavior and internal desires in Coosaponakeesa’s poem “For Joy Hario?” How do these conflicts also exist in the lives of women today?
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
Students will complete various writing activities in their journals after reading various literary works. (See Journal Writing Activities)
Students will write 3 paragraph responses in their journals comparing the struggles faced by the main character in an excerpt from I Know Why the Caged Bird Sings to circumstances in contemporary society after completing a Group Activity: Characterization Chart.
Students will write two paragraphs in their journals discussing the elements of the main character’s internal desires and external behavior and drawing comparisons and contrasts between the two opposing forces in Coosaponakeesa’s poem “For Joy Hario.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Angelou, Maya. The Complete Collected Works of Maya Angelou. 1994. New York: Random House. ISBN: 9780679428954.
Angelou, Maya. I Know Why The Caged Bird Sings. 1993. New York: Virago. ISBN: 9780860685111.
Green, Rayna. Ed. 1984. That's What She Said: Contemporary Poetry and Fiction by Native American Women. Indiana: Indiana UP. ISBN: 9780253203380.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
•
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
In her poem “From the Author to Her Book,” how does Anne Bradstreet use a conceit to compare the nurturing of her book to the nurturing of a child, and how does this conceit project the struggles women face in developing a positive self-perception in Colonial America?
How can you trace the character development, plot events, and themes revealed in Kate Chopin’s The Awakening?
How can you construct a sonnet in the same format utilized by Edna St. Vincent Millay’s poem, “I, Being Born a Woman and Distressed?”
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
Students will write 2 paragraph responses in their journals discussing the central conceit in Anne Bradstreet’s “From the Author to Her Book,” and telling how this conceit represents the struggles of women to develop a positive self-perception in Colonial America.
While reading Kate Chopin’s The Awakening, students will record aspects of character, plot events, and major themes in a Dialectical Journal Format, following the guidelines.
Teacher will explain the two types of sonnet and the required elements for writing a sonnet. Students will construct sonnets with feminist themes and share their sonnets with the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Gordon, Charlotte. Mistress Bradstreet: The Untold Life of America’s First Poet. 2005. New York: Little, Brown, and Company. ISBN: 9780641869181.
Wilson, Douglas. Beyond Statliest Marble: The Passionate Femininity of Anne Bradstreet. 2001. New York: Cumberland. ISBN: 9781581821642.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Random House. ISBN: 9780375761232.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Bold.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How does Louisa May Alcott utilize character development, plot events, and themes to illustrate female unity in Little Women?
How do the various types of literary criticism, such as Freudian Analysis, Marxist Analysis, Feminist Analysis, or Marxist Analysis, relate to Christina Rosetti’s “Goblin Market?”
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
While reading excerpts from Louisa May Alcott’s Little Women, students will record aspects of character, plot events, and major themes in a Dialectical Journal Format including three columns, one for each concept. Students will complete Brainstorming for Writing Activity.
Teacher will present a lecture including four types of literary criticism. Teacher will then divide class into four groups, and while students take turns reading sections of Christina Rosetti’s “Goblin Market,” each group highlights lines or sections that relate to the type of analysis assigned to their group. Then each group will select a reporter to report results to the class. (refer to Brainstorming for Writing Activity.)
)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cheney, Edna D. Louisa May Alcott: Life, Letters, and Journals. 2003. ISBN: 9780766174399.
Alcott, Louisa May. Little Women. 2005. New York: Barnes and Noble. ISBN: 9781593083663.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships How can you trace the character development, plot, events, and themes revealed in Zora Neale Hurston’s Their Eyes Were Watching God?
Unit V: Motherhood What ideas about motherhood does Frances E.W. Harper convey in “The Slave Mother” that are similar or different from the trials of motherhood today?
Unit VI: Leadership/ Positions of Power
How does Rita Dove illustrate female leadership in her poem “Rosa?”
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time.
(CPI) 1: Engage in the full writing process by writing daily and for sustained amounts of time
While reading excerpts from Zora Neale Hurston’s Their Eyes Were Watching God, students will record aspects of character, plot events, and major themes in a Dialectical Journal. Students will complete Brainstorming for Writing Activity, and then construct essays.
Students will write 2 paragraph responses in their journals discussing how the images presented in “The Slave Mother” by E. W. Harper, portray the struggles endured by the African-American mothers during slavery. (Use Imagery Concept Map and Comparison/Contrast Outline Chart).
Students will write three paragraph essays in which they discuss the effctiveness of Rita Dove’s use of imagery in “Rosa?”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What incidents within the narrative poem “Barbie Doll” are reminiscent of events or occurrences within today’s society that reflect the struggle of women for Social and Political Equality?
What symbolic elements can be identified and analyzed within Cynthia Ozick’s short story “The Shawl?”
Unit II: Self-Perception
How can an individual use a graphic organizer to plan an essay according to the intended purpose of writing after reading Sojourner Truth’s “Ain’t I a Woman?”
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Students will construct a graphic organizer, outline, and short essay addressing aspects of the poem “Barbie Doll” that are reminiscent of events or within today’s society that reflect the struggle of women for Social and Political Equality (Use Comparison/Contrast Outline Activity).
Students will create outlines relating to the horrifying incidents in Cynthia Ozick’s “The Shawl,” and then create an editorial in which they use these incidents to convince the public to stop genocide (Use Brainstorming for Writing Activity).
Students will construct a graphic organizer, outline, and short essay addressing aspects of the speech “Ain’t I A Woman?” that reveal the struggles women encounter in developing a positive self-perception.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Ozick, Cynthia. The Cynthia Ozick Reader. Indiana: Indiana UP. ISBN: 9780253210531.
Ozick, Cynthia. The Shawl. 1990. New York: Vintage. ISBN: 978067972926.
Truth, Sojourner. The Narrative of Sojourner Truth. 2005. New York: Barnes and Noble. 9781593082932.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How does the self-awareness faced by the speaker in “A Song in the Front Yard” relate to many circumstances that adolescents face in today’s society?
Unit III: Female Unity
How does the female unity expressed in “Poets in the Kitchen” relate to many circumstances that adolescents encounter in today’s society?
How does Amy Lowell incorporate the necessity for female unity in her poem “The Sisters?”
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Students will create outlines listing aspects of self-perception realized by the speaker in “A Song in the Front Yard.” Students will use outlines to create two paragraph journal entries and share ideas in full class discussion.
Students will create outlines listing aspects of female unity realized by the speaker in “Poets in the Kitchen.” Students will use outlines to create two paragraph journal entries and share ideas in full class discussion.
Students will complete a graphic organizer, outline, and short essay addressing aspects of the poem “The Sisters” that are reminiscent of events or occurrences within today’s society that reflect the need for Female Unity (Use Comparison/Contrast Outline Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Brooks, Gwendolyn. Selected Poems of Gwendolyn Brooks. New York: Harper Collins. ISBN: 9780060882969.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can you use strategies such as graphic organizers to plan and write drafts revealing Kate Chopin’s views of marriage as revealed in “The Story of an Hour?”
In Mary Freeman’s “The Revolt of Mother,” what information can you gather about marital relationships as she experienced them?
How can you use strategies such as graphic organizers to plan and write drafts revealing Sandra Cisneros’s view of marriage in “Woman Hollering Creek?”
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Students will complete a graphic organizer, outline, and short essay addressing aspects of the short story, “The Story of an Hour,” that are reminiscent of events or occurrences within today’s society that reflect the need for equality within marriage. (Use Comparison/Contrast Outline Activity).
Students will complete a graphic organizer, outline, and short essay addressing aspects of the short story, “The Revolt of Mother” that are reminiscent of events or occurrences within today’s society.
Students will complete a Concept Map for the Elements of the Short Story addressing aspects of the short story,“Woman Hollering Creek” reflect the need for equality within marriage.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What are the differences and similarities between the views of motherhood presented in Gwendolyn Brooks’s “The Mother” and Lucille Clifton’s “the lost baby poem?”
In Julia Alvarez’s “The Master Bed,” what information can you gather about motherhood from her experiences?
What are the differences and similarities between the views of motherhood presented in Paula Meehan’s “Child Burial” and Joanna Baillie’s “A Mother to Her Waking Infant?”
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
((CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Students will complete Brainstorming for Writing Activity to organize their ideas, and then write an essay comparing and contrasting the views of motherhood in “The Mother” and “the last baby poem.”
Students will complete Poetic Elements Activity, and then construct three paragraph essays illustrating how these poetic elements enhance Julia Alvarez’s depiction of motherhood in “The Master Bed.”
Students will complete Brainstorming for Writing Activity to organize their ideas, and then use these ideas to write an essay comparing and contrasting the views of motherhood in “The Mother” and “the last baby poem.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426.
Baillie, Joanna. Joanna Baillie: A Selection of Poems and Plays. 2002. London: Pickering and Chatto. ISBN: 97818519663584.
Meehan, Paula. Pillow Talk. 1999. New York: Gallery. ISBN: 9781852351335.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
In Toni Morrison’s Beloved, what information can you gather about motherhood from the female characters’ experiences?
Unit VI: Leadership/ Positions of Power
What similarities exist between the female leadership/ positions of power concepts that exist in Mary Wollstonecraft’s A Vindication of the Rights of Woman and Anna Laetitia Barbauld’s “The Rights of Woman?”
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
(CPI) 3. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
Students will complete a graphic organizer, outline, and short essay addressing aspects of the novel Beloved, that are reminiscent of events or occurrences within today’s society that reflect the need for equality within marriage. (Use Novel Writing Task)
Students will complete a graphic organizer, outline, and short essay illustrating the similarities between the female leadership/ positions of power concepts that exist in Vindication of the Rights of Woman and “The Rights of Woman.” Students will use Brainstorming for Writing Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416.
Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton. ISBN: 97803939557829.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What are the female self-perception issues revealed by Judith Wright in “Naked Girl and Mirror?”
Unit III. Female Unity
In what ways does society discourage public demonstrations of affection between same-sex couples, while encouraging romantic displays between men and women? What evidence of this paradox does Henry Handel Richardson (Ethel Richardson) present in her story “Two Hanged Women?”
(CPI) 7. Use the computer and word-processing software to compose, revise, edit, and publish a new piece.
(CPI) 7. Use the computer and word-processing software to compose, revise, edit, and publish a new piece.
Students will compose four paragraph essays in reaction to the self-perception issues in Judith Wright’s poem, “Naked Girl and Mirror.” Students will use computer and word-processing software to compose, revise, edit and publish a piece (Use Naked Girl and Mirror Activity).
Students will compose four paragraph essays discussing the evidence in Henry Handel Richardson’s story that people discourage public affection between same sex couples, and then relating these ideas to contemporary customs.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Richardson, Henry Handel. Getting of Wisdom. 2008. New York: Book Jungle. ISBN: 9781605974200.
Ackland, Michael. Henry Handel Richardson: A Life. 2007. Cambridge: Cambridge UP. ISBN: 9780521678643.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit VI: Leadership/ Positions of Power
How does Abigail Adams’s use of the letter format in “Man is a Dangerous Creature” enhance her concentration on female leadership and autonomy?
(CPI) 7. Use the computer and word-processing software to compose, revise, edit, and publish a new piece.
Students will compose four paragraph essays in reaction to the female leadership issues in Abigail Adams’s poem “Man is a Dangerous Creature.” Students will use computer and word-processing software to compose, revise, edit and publish a piece.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self- Perception
How does Kate Chopin reflect feminism and women’s struggles to develop a positive self-perception in her novel The Awakening?
Unit III: Female Unity
How does Judith Wright reflect feminism and women’s struggles to develop female unity in her poem “The Sisters?”
(CPI) 9. Reflect on own writing and establish goals for growth and improvement.
(CPI) 9. Reflect on own writing and establish goals for growth and improvement.
Students will compose four- paragraph response essays discussing Kate Chopin’s use of feminism in The Awakening. Students will peer edit in small groups and then participate in individual essay conferences with the teacher to improve style, vocabulary usage, punctuation, and sentence structure.
Students will compose four-paragraph response essays discussing Judith Wright’s references to female unity in “The Sisters.” Students will peer edit in small groups and then participate in individual essay conferences with the teacher to improve style, vocabulary usage, punctuation, and sentence structure.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Strand B: Writing as a Product (Resulting in a Formal Product or Publication)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What conflicts do you notice between the female protagonist’s external behavior and internal desires in Coosaponakeesa’s poem “For Joy Hario?”
Unit III: Female Unity
How does Christina Rosetti’s poem “Goblin Market” reveal the struggles of striving for female unity?
(CPI) 1: Analyze characteristics, structures, tone, and features of language of selected genres and applying this knowledge to own writing.
(CPI) 1: Analyze characteristics, structures, tone, and features of language of selected genres and applying this knowledge to own writing.
Students will write two paragraphs in their journals discussing the elements of the main character’s internal desires and external behavior and then drawing comparisons and contrasts between the two opposing forces. (Refer to Journal Writing Activity).
After reading and analysis of Christina Rosetti’s “Goblin Market,” students will construct narrative poems based on a similar theme of female unity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Green, Rayna. Ed. 1984. That's What She Said: Contemporary Poetry and Fiction by Native American Women. Indiana: Indiana UP. ISBN: 9780253203380.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand B: Writing as a Product (Resulting in a Formal Product or Publication)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
•
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does the genre of personal letters, as in Abigail Adams’s “Absolute Power Over Wives,” use tone and features of language to reveal the struggles of marital relationships?
How can you write a poem similar to the style of Denise Levertov in “Divorcing,” and addressing marital relationships from a modern perspective?
How does Gish Jen’s poem, “Who’s Irish?” reveal the struggles and challenges of motherhood?
(CPI) 1: Analyzing characteristics, structures, tone, and features of language of selected genres and applying this knowledge to own writing.
(CPI) 1: Analyzing characteristics, structures, tone, and features of language of selected genres and applying this knowledge to own writing.
(CPI) 1: Analyzing characteristics, structures, tone, and features of language of selected genres and applying this knowledge to own writing.
After reading and analysis of Abigail Adams’s “Absolute Power Over Wives,” students will write formal letters based on ideas similar to those expressed in the letters, but from the perspective of a marital relationship.
Students will discuss Denise Levertov’s tone and use of language in “Divorcing,” and then construct poems addressing similar themes (Use Poetic Elements Activities).
Students will write two paragraphs in their journals discussing the elements of the main character’s struggles with motherhood. Students will complete “Who’s Irish?” Writing Task.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Levertov, Denise. The Selected Poems of Denise Levertov. 2003. New York: New Directions. ISBN: 9780811215541.
Gen, Jish. Who’s Irish? Short Stories. 2000. New York: Vintage. ISBN: 9780375705922.
Strand B: Writing as a Product (Resulting in a Formal Product or Publication)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
How can you detect the authenticity and credibility of a poetic work, such as Judith Wright’s “Naked Girl and Mirror?”
.
(CPI) 2. Critique published works for authenticity and credibility.
Students will research the biography of Judith Wright and examine the culture of Australia and their treatment of women. Students will then compare and contrast this information with the ideas expressed in “Naked Girl and the Mirror.” Students will construct comparison/contrats essays, starting with Brainstorming for Writing Activity. (Use “Naked Girl and Mirror” Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Strand B: Writing as a Product (Resulting in a Formal Product or Publication)
)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What can you learn about the struggle of women to attain a positive self-perception from your reading of The Awakening?
Unit VI: Leadership/ Positions of Power
What can you learn about the struggle of women to attain leadership roles and positions of power from reading Virginia Woolf’s “Professions for Women?”
(CPI) 5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
(CPI) 5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
Students will write a four paragraph essay in which they will persuade the reader to read Kate Chopin’s The Awakening and to take seriously the issues addressed by the action of Madame Pontelier, especially at the end of the novel (See Novel Writing Task).
Students will write a four paragraph essay in which they will persuade the reader to read Virginia Woolf’s “Professions for Women,” and to take seriously the issues addressed by the plot, characters, and themes (See Brainstorming for Writing Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Woolf, Virginia. Complete Shorter Works of Fiction. 1989. New York: Harvest. ISBN: 9780156212502.
Strand C: Mechanics, Spelling, and Handwriting
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV. Marital Relationships
How can you use transition words to reinforce ideas in your response essays relating to Shirley Kaufman’s “His Wife?”
How can you use transition words to reinforce ideas in your response essays relating to Zora Neale Hurston’s Their Eyes Were Watching God?
CPI) 4. Use transition words to reinforce (e.g. logical progression of ideas.)
CPI) 4. Use transition words to reinforce (e.g. logical progression of ideas.)
After students have constructed essays in response to Shirley Kaufman’s “His Wife,” students, in small groups will read each other’s papers and insert transition words where necessary. Students will rewrite papers with additions.
After students have constructed essays in response to Zora Neale Hurston’s Their Eyes Were Watching God, students, in small groups will read each other’s papers and insert transition words where necessary. Students will rewrite papers with additions.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Kaufman, Shirley. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present: A Bilingual Anthology. 1999. New York: Feminist press at CUNY. ISBN: 9781558612242.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
literary merit, and produce an interpretation of overall effectiveness.
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and
purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What impact do various authors’ decisions regarding tone, word choice, style, content, point of view, and literary elements have on the overall effectiveness of their literary works?
How does Virginia Woolf’s use of word choice in A Room of One’s Own indicate her point of view toward the unfair treatment of women writers within the field of literature?
How does Phillis Wheatley use descriptive language and mood to reflect the distinct subject addressed in “To His Excellency, General Washington?”
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(NPS) Students will analyze Virginia Woolf’s point of view toward the unfair treatment of women writers within the fields of literature as expressed in A Room of One’s Own by writing entries in journals.
(CPI) 3: Students will analyze Phillis Wheatley’s use of descriptive language and mood an excerpt from “To His Excellency, George Washington” by writing entries in journals.
Students will construct literary analysis essays in which they evaluate the tone, word choice, style, content, point of view, and literary elements utilized by various authors and discuss the relevance of these works to the Social and Political Inequality of Women.
Students will write journal entries consisting of two paragraphs based on their analysis of Virginia Woolf’s word choice and point of view in A Room of One’s Own. Students will complete Point of View Activity.
Students will write journal entries consisting of two paragraphs based on their analysis of the descriptive language and mood in Phillis Wheatley’s “To His Excellency, General Washington.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Gates, Henry Louis. Trials of Phillis Wheatley: America’s First Black Poet and Her Encounters with the Founding Fathers. 2003. New York: Basic Civitas Books. ISBN: 9780465027293.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What are five literary elements incorporated in “In Search of Our Mother’s Gardens,” and how do these literary elements impact the overall effectiveness of the work?
What persuasive techniques did Virginia Woolf use in constructing A Room of One’s Own? How can you use these techniques in your essay writing?
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay.
(NPS) Students will write a persuasive essay in which they either refute or defend the idea that Virginia’s Woolf’s persuasive techniques accurately exposed the Social Conflicts and Struggles of Women.
•
Teacher will distribute journals and direct students to write a two paragraph response to the following question: “What are five literary elements incorporated in ‘In Search of Our Mother’s Gardens,’ and how do these literary elements impact the overall effectiveness of the work?” Students will complete Fishbone Short Story Activity.
Teacher will distribute writing prompt and direct students to use Microsoft Word Program to type, proofread, and edit their essays based on this question: “What persuasive techniques did Virginia Woolf use in constructing A Room of One’s Own?”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How do the struggles of the main character in Coosaponeeska’s poem “For Joy Hario” relate to the struggles and conflicts of women in today’s society?
What comparisons and contrasts can you draw between Marge Piercey’s poem “Barbie Doll” and events that occur in today’s society?
What are your initial reactions relating to the Social and Political inequality of women after reading Nikki Giovanni’s “For Saundra,”and how are these ideas applicable today?
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay.
(NPS) Students will construct a comparison/contrast essay based on Marge Piercey’s poem, “The Barbie Doll.”
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay
Students will construct poems similar to the style of Coosaponeeska’s poem “For Joy Hario,” but addressing the struggles and conflicts of women in modern society. Students will use Making Self-Connections Pre-Writing Chart.
Using the the Brainstorming for Writing Activity, students will compose 4 paragraph comparison/ contrast essays including details from Marge Piercey’s poem “Barbie Doll” and events from contemporary times.
Students will construct poems similar to the style of Nikki Giovanni’s poem “For Saundra,” by addressing the struggles and conflicts of women in modern society.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Brown, Dee Alexander. Ed. 2001. Bury My Heart at Wounded Knee: An Indian History of the American West. New York: Henry Holt. ISBN:
9780805066692.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How does Cynthia Ozick’s use of symbolic elements in “The Shawl” demonstrate her awareness of the social and political standards of women during the incident described in the story?
Unit III: Female Unity
What comparisons and contrasts can you draw between Paule Marshall’s short story “Poets in the Kitchen” and modern events that require female unity?
How can you demonstrate a command of writing a personal narrative, after reading Kate Chopin’s “Story of an Hour?”
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay.
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay.
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay.
Students will highlight symbolic objects, places, people, and events while reading Cynthia Ozick’s “The Shawl” and then complete Literary Symbolism Chart with explanations of each symbol.
Compose 4 paragraph comparison/ contrast essays including details from Paule Marshall’s short story “Poets in the Kitchen” and events from contemporary times.
After reading Kate Chopin’s “The Story of an Hour,” students will select a personal story they would like to tell and construct a one-day suspense narrative.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Ozick, Cynthia. The Shawl. 1990. New York: Vintage. ISBN: 978067972926.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can you write a short story based on the style and purpose of Jhumpa Lahari in “A Temporary Matter?”
What literary elements does Mary Freeman use in “The Revolt of Mother” that may be interpreted in various ways by the reader?
How does Zora Neale Hurston’s use of symbolic elements in Their Eyes Were Watching God demonstrate her awareness of the struggles inherent in marital relationships?
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Using the Short Story Fishbone Activity as a base, each student will devise a short story that will address the same themes as those presented in Jhumpa Lahari’s “A Temporary Matter.”
Students will write a three paragraph interpretation of Mary Freeman’s use of literary elements to convey her themes and ideas. (Use Poetic Elements Activity)
Students will highlight symbolic objects, places, people, and events while reading Zora Neale Hurston’s Their Eyes were Watching God. and then complete Literary Symbolism Chart with explanations of each symbol.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Lahari, Jhumpa. Unaccustomed Earth. 2008. New York: Knopf. ISBN: 97803072665739.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What literary elements does Sandra Cisneros use in “Woman Hollering Creek” that may be interpreted in various ways by the reader?
What symbolic objects does Jane Austen use in Pride and Prejudice that may be interpreted in various ways by the reader?
Unit VI: Leadership/ Positions of Power
What literary elements does Queen Elizabeth I use in “Speech to the Troops at Tilbury” that illustrate the power of her leadership?
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
(CPI) 2: Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay).
Students will write a three paragraph interpretation of Sandra Cisneros’s use of literary elements in to convey her themes and ideas in “Woman Hollering Creek.” Students will use Identification and Analysis of Themes Chart.
Students will highlight symbolic objects, places, people, and events while reading Jane Austen’s Pride and Prejudice, and then complete Literary Symbolism Chart with explanations of each symbol.
Students will write a four paragraph persuasive essay in which they will persuade the reader that Queen Elizabeth I’s comments in “Speech to the Troops at Tilbury” demonstrate her leadership abilities and the strength of her character (Use Persuasive Essay Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Weir, Alison. The Life of Queen Elizabeth I. 1999. New York: Ballantine. ISBN: 9780345425508
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does Shirley Kaufmann’s point of view and use of literary elements in “His Wife” help to emphasize her ideas regarding marital relationships?
What impact does Zora Neale Hurston’s tone, word choice, style, content, point of view, and literary elements have on the overall effectiveness of Their Eyes Were Watching God?
What impact does Charlotte Gilman’s tone, word choice, style, content, point of view, and literary elements have on the overall effectiveness of “The Yellow Wallpaper?”
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
Students will write two paragraph responses in their journals discussing the literary elements Shirley Kaufmann uses in “His Wife” to reveal marital relationships (Use Author’s Tone Activity and Point of View Activity).
Students will construct literary analysis essays in which they evaluate the tone, word choice, style, content, point of view, and literary elements utilized by Zora Neale Hurston in Their Eyes were Watching God, and discuss the relevance of these work to the struggles in marital relationships?
Students will write two paragraph responses in their journals discussing the literary elements Shirley Kaufmann uses in “His Wife” to reveal marital relationships.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Kaufman, Shirley. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present: A Bilingual Anthology. 1999. New York: Feminist press at CUNY. ISBN: 9781558612242.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. 1989. New York: Bantam. ISBN: 9780553213751.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What is the impact of Eavan Boland’s use of tone, word choice, point of view, and other literary elements in her poems “In His Own Image” and “Anorexic?”
What is the impact of Judith Wright’s use of tone, word choice, point of view, and other literary elements in her poem “Naked Girl and Mirror?”
How does Sandra Cisneros’s use of word choice in “Barbie Q” indicate her point of view toward the negative self-perception some women have of themselves?
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness
Students will write literary reviews evaluating the relevance of Eavan Boland’s poems, “In His Own Image” and “Anorexic” to the development of a positive Self-Perception in young women. (refer to Brainstorming for Writing Activity)
Students will write literary reviews evaluating the relevance of Judith Wright’s poem “Naked Girl and the Mirror” to the development of a positive Self-Perception in young women. (refer to Brainstorming for Writing Activity)
Students will write two paragraph journal entries in which they analyze Sandra Cisneros’s use of word choice in “Barbie Q” to indicate her point of view (Use “Barbie Q” Writing Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Boland, Eavan. New Collected Poems. 2008. New York: Norton. 9780393065794.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
What is the impact of Amy Lowell’s decisions regarding tone, word choice, style, content, and literary elements on the effectiveness of her poem “The Sisters?”
What is the impact of Anne Spencer’s decisions regarding tone, word, choice, point of view, and other literary elements in her efforts to illustrate female unity in “Letter to My Sister?”
Unit V: Motherhood
What is the impact of Frances E.W. Harper’s decisions regarding tone, word, choice, point of view, and other literary elements in her efforts to illustrate motherhood in her poem “The Slave Mother?”
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
Students will write literary reviews, using the Brainstorming for Writing Activity, evaluating the relevance of “The Sisters” to the development of a positive Self-Perception in young women
Students will write literary reviews, using the Brainstorming for Writing Activity, based on the tone, mood, word choice, point of view, and other literary elements found in Anne Spencer’s “Letter to my Sister.”
Students will write literary reviews, using the Brainstorming for Writing Activity, based on the tone, mood, word choice, point of view, and other literary elements found in Frances E. W. Harper’s poem “The Slave Mother.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Greene, J. Lee. Time’s Unfading Garden: Anne Spencer’s Life and Poetry. 1977. Baton Rouge: Louisiana UP. ISBN: 0807102946.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Standard 3.2
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What is the impact of Julia Alvarez’s use of tone, word, choice, point of view, and other literary elements in her efforts to illustrate motherhood in her poem “The Master Bed?”
What is the impact of Lorna Goodison’s use of tone, word, choice, point of view, and other literary elements in her efforts to illustrate motherhood in her poem “Mother the Great Stone Got to Move?”
Unit VI: Leadership/ Positions of Power
What is the impact of Rita Dove’s use of tone, word, choice, point of view, and other literary elements in her efforts to illustrate motherhood in her poem “Rosa?”
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
(CPI) 3: Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and produce an interpretation of overall effectiveness.
Students will write literary reviews, using the Brainstorming for Writing Activity, based on the tone, mood, word choice, point of view, and other literary elements found in Julia Alvarez’s poem “The Master Bed.”
Students will Goodison Writing Task, based on the tone, mood, word choice, point of view, and other literary elements found in Lorna Goodison’s poem “Mother the Great Stone Got to Move.”
Students will write literary reviews, using the Brainstorming for Writing Activity. based on the tone, mood, word choice, point of view, and other literary elements found in Rita Dove’s poem, “Rosa.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426.
Goodison, Lorna. Turn Thanks: POEMS. 1999. Chicago: Illinois UP. ISBN: 9780252067884.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
What can you learn about female unity by discussing the feminist elements in Paule Marshall’s short story “Poets in the Kitchen” and then researching the influence of the various poets cited in the story?
Unit V: Motherhood
What can you learn about the struggles of motherhood from reading Gwendolyn Brooks’s “The Mother” and Lucille Clifton’s “the lost baby poem?”
What can you learn about the struggles of motherhood from reading Lorna Goodison’s poem “Mother the Great Stones Got to Move?”
(CPI) 1. Support a position integrating multiple perspectives.
(CPI) 1. Support a position integrating multiple perspectives.
(CPI) 1. Support a position integrating multiple perspectives.
Students will discuss the feminist elements in Paule Marshall’s story “Poets in the Kitchen” and then research the various poets cited in the text and defend Marshall’s choice of these poets.
Students will deliver five minute speeches to the class in which they support either Gwendolyn Brooks’s or Lucille Clifton’s view on motherhood, and support their choice with specific quotes from the text. (Use Comparison/ Contrast Outline Activity)
After reading article on Jamaican slavery students will construct a three minute speech defending Lorna Goodison’s depiction of the struggles of motherhood during Jamaican slavery.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What can you learn about the struggles of motherhood from reading Paule Marshall’s “Child Burial” and Joanna Baillie’s “A Mother to a Waking Infant?”
Unit VI: Leadership/ Positions of Power
What can you learn about the struggles women encounter while seeking leadership or positions of power from reading Virginia Woolf’s “Professions for Women?”
(CPI) 1. Support a position integrating multiple perspectives.
(CPI) 1. Support a position integrating multiple perspectives.
Students will deliver five minute speeches to the class in which they support either Paule Marshall’s or Joanna Baillie’s view on motherhood, and support their choice with specific quotes from the text (Use Point of View Activity and Interpreting Meaning Activity).
Students will deliver five minute speeches to the class in which they support or refute Virginia Woolf’s ideas about female leadership in “Professions for Women,” and support their choice with specific quotes from the text. Students will then complete Panel Discussion Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Meehan, Paula. Pillow Talk. 1999. New York: Gallery. ISBN: 9781852351335.
Baillie, Joanna. Joanna Baillie: A Selection of Poems and Plays. 2002. London: Pickering and Chatto. ISBN: 97818519663584.
Woolf, Virginia. Complete Shorter Works of Fiction. 1989. New York: Harvest. ISBN: 9780156212502.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
Do you agree or disagree with the point of view of the author, and can you support your opinion with details from the text?
What have you learned about Women’s Struggles for Social Equality from “Daughters of the Late Colonel?” How are these conflicts and struggles still evident in the lives of women today?
In “In Search of Our Mother’s Gardens,” by Alice Walker, how does the main character’s loss of innocence and realization of historical events illustrate the Social and Political Inequality of Women?
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(NPS) Students will participate in a full class discussion relating to this question: “What have you learned about Social Conflicts and Women’s Struggle for Social Equality from “Daughters of the Late Colonel.” How are these conflicts and struggles still evident in the lives of women today?”
(NPS) Students will analyze section of “In Search of Our Mother’s Gardens,” in which the main character experiences a loss of innocence and historical realization.
Teachers will moderate a small group or full class discussion in which students will select details from a literary work to support their opinions (Use Panel Discussion Activity).
Teachers will moderate full class discussion based on reading of “Daughters of the Late Colonel”relating its relevance to the Social and Political Struggles of Women
Students will write two paragraphs explaining the epiphany and internal changes that occur within the main character through a close reading of selected passages from story.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Mansfield, Katherine. Katherine Mansfield’s Collected Stories. 2005. New York: Norton. ISBN: 9780393925333.
Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose. 2003. New York: Harcourt. ISBN: 9780156028646.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
Which ideas presented by various authors can be supported, modified, or refuted through class discussion and selection of details from the texts?
How does Virginia Woolf’s use of first person point of view in A Room of One’s Own enhance her purpose?
Unit II: Self-Perception
What can you learn about women’s self-perception based on Sojourner Truth’s “Ain’t A Woman?”
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(NPS) Students will identify passages that illustrate first person point of view in Virginia Woolf’s A Room of One’s Own, complete a close reading in small groups, and then discuss the effectiveness of these passages.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
•
Students will participate in full-group discussion by selecting passages from various selected texts and analyzing authors’ techniques.
Students will discuss the effectiveness of first person point of view and then address this question: “How does first person point of view further emphasize the Struggle of Women for Social and Political Equality. Students will complete Point of View Activity.
Students will discuss the effectiveness of Sojourner Truth’s “Ain’t I A Woman?” in revealing the struggles of women to improve their self-perception.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Truth, Sojourner. The Narrative of Sojourner Truth. 2005. New York: Barnes and Noble. 9781593082932.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What is Edna St. Vincent Millay’s point of view in her sonnet, “I, Being Born a Woman and Distressed,” and what is the opposing viewpoint? How can you defend each opinion?
Unit III: Female Unity
How does the female unity between the sisters in Louisa May Alcott’s Little Women help you to understand the importance of these relationships in the personal development of each of the women?
Unit IV: Marital Relationships
What are the main ideas regarding marital relationships revealed by Denise Levertov in “Divorcing?”
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
In small groups, students will discuss Edna St. Vincent Millay’s point of view in “I, Being Born a Woman and Distressed” and then examine opposite point of view. A representative from each group will report the group’s agreement or refutation of Millay’s viewpoint.
Students will list in their journals each of the sisters in Louisa May Alcott’s Little Women, and the traits of each sister that are vital to the female unity that has developed between them. Students will then complete Panel Discussion Activity.
In small groups, students will discuss Denise Levertov’s point of view in “Divorcing,” and then examine the opposite point of view.
A representative from each group will report the group’s agreement or refutation of Millay’s viewpoint.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Millay, Edna St. Vincent. Selected Works of Edna St. Vincent Millay.2002. New York: Random House. ISBN: 9780375761232.
Alcott, Louisa May. Little Women. 2005. New York: Barnes and Noble. ISBN: 9781593083663.
Levertov, Denise. The Selected Poems of Denise Levertov. 2003. New York: New Directions. ISBN: 9780811215541.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships:
What are the main ideas in Jhumpa Lahari’s “A Temporary Matter” that can be supported, modified, or refuted?
What are the two opposing positions that can be derived from reading Mary Freeman’s “The Revolt of Mother?”
What are the two opposing positions that can be derived from reading Abigail Adams’s letters to her husband, John Adams?
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
In small groups, students will discuss Jhumpa Lahari’s point of view in “A Temporary Matter,” and then examine the opposite point of view. Students will complete Point of View Activity.
In small groups, students will discuss Mary Freeman’s “The Revolt of Mother” point of view in “The Revolt of Mother,” and then examine the opposite point of view. Students will then report results to entire class. Students will complete Point of View Activity.
Students will be divided into two groups: those who support Abigail Adams’s point of view in her letters to John Adams, and those who refute her point of view. The students will then complete Panel Discussion Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Lahari, Jhumpa. Unaccustomed Earth. 2008. new York: Knopf. ISBN: 97803072665739.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand A: Discussion
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can you support, modify, or refute the attitudes toward marriage displayed by the female characters in Pride and Prejudice?
Unit V: Motherhood
How can you support, modify, or refute the attitudes toward motherhood displayed by the Frances E.W. Harper in “The Slave Mother?”
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
(CPI) 2: Support, modify, or refute a position in small or large-group discussions.
Students will be divided into two groups: those who support the female characters’ point of view toward marriage in Pride and Prejudice, and those who refute her point of view. The teacher will conduct a formal debate between the two sides and serve as the judge. Use The Great Debate Activity.
Students will be divided into two groups: those who support the female characters’ point of view toward motherhood in “The Slave Mother,” and those who refute her point of view. The teacher will conduct a formal debate between the two sides and serve as the judge. Use The Great Debate Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Strand B: Questioning (Inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What literary techniques does Judith Wright utilize to depict the psychological and emotional struggles faced by adolescent women who are experiencing bodily transformations?
Unit III: Female Unity
How can ideas generated by group discussion assist in the analysis of Christina Rosetti’s “Goblin Market?”
Unit V: Motherhood
What literary techniques does Gwendolyn Brooks use in “The Mother” to depict the struggles and challenges of motherhood?
(CPI) 2. Extend peer contributions by elaboration and illustration.
(CPI) 2. Extend peer contributions by elaboration and illustration.
(CPI) 2. Extend peer contributions by elaboration and illustration.
In a Socratic discussion, students will extend peer commentaries on the literary techniques utilized by Judith Wright in “Naked Girl and the Mirror” to depict the psychological and emotional struggles faced by adolescent women who are experiencing bodily transformations (refer to Emotional Appeal Chart).
In a Socratic discussion, students will extend peer commentaries relating to the various types of literary critical analysis, such as Freudian analysis, Feminist Analysis, Marxist Analysis, and Archetypal Analysis.
In a Socratic discussion, students will extend peer commentaries relating to the images, point of view, and emotional effect of Gwendolyn Brooks’s discussion of abortion in “The Mother” (refer to Emotional Appeal Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Strand B: Questioning (Inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What literary techniques does Lucille Clifton use in “the lost baby poem” to depict the struggles and challenges of motherhood?
Unit VI: Leadership/ Positions of Power
What literary techniques does Rita Dove use in “Rosa” to depict the struggles and challenges of attaining female leadership and positions?
(CPI) 2. Extend peer contributions by elaboration and illustration.
(CPI) 2. Extend peer contributions by elaboration and illustration.
In a Socratic discussion, students will extend peer commentaries relating to the images, point of view, and emotional effect of Lucille Clifton’s “the lost baby poem. Students will complete Imagery Concept Map.
In a Socratic discussion, students will extend peer commentaries relating to the images, point of view, and emotional effect of Rita Dove’s “Rosa.” Students will complete Imagery Concept Map.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 1996. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN # 0-393-96825-1.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Dove, Rita, Rita Dove: Selected Poems. 1993. New York: Vintage. ISBN: 9780679750802.
Strand B: Questioning (Inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How do various authors reveal character, develop theme, and illustrate literary elements?
What are the symbolic interpretations of the setting in “Daughters of the Late Colonel” as they relate to the struggles and conflicts of the characters in their search for Social Equality?
What poetic devices does Coosaponeeska utilize in the structure of her poem “For Joy Hario” to emphasize the struggle of the Native American woman in the eighteenth century?
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 5: Question critically the position or viewpoint of an author.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 5: Question critically the position or viewpoint of an author.
Using various literary works written by women, students will compose critical thinking questions to ask the class and students will respond.
In small groups, students will complete Group Activity: Setting Chart. Students will discuss this question: “What are the symbolic interpretations of the setting in “Daughters of the Late Colonel,” as they relate to the struggles and conflicts of the characters in their search for Social Equality?”
Teacher will moderate small group student discussions and select students to share results of discussion to the class. Students will complete Group Activity: Characterization Chart.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Mansfield, Katherine. Katherine Mansfield’s Collected Stories. 2005. New York: Norton. ISBN: 9780393925333.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Brown, Dee Alexander. Ed. 2001. Bury My Heart at Wounded Knee: An Indian History of the American West. New York: Henry Holt. ISBN: 9780805066692.
Strand B: Questioning (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What specific passages within I Know Why the Caged Bird Sing reveal characters, develop theme, and illustrate literary elements?
What literary passages within “The Shawl” reveal character traits, develop theme, and illustrate literary elements?
Unit II: Self-Perception
Which lines in Eavan Boland’s “In His Own Image” and “Anorexic” reveal aspects of the speaker and other characters in the poem, and develop the theme of self-perception?
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements (CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
Each student will develop a 5 minute speech in which he/she analyzes a specific passage from I Know Why the Caged Bird Sings excerpt in relation to selected literary elements.
Each student will develop a 5 minute speech in which he/she analyzes a specific passage from “The Shawl” in relation to character traits, themes, or other selected literary elements. Use Identification and Analysis of Themes Chart
Students, in small groups, will select passages from Eavan Boland’s “In His own Image” and “Anorexic” reveal character, develop theme, and illustrate literary elements. Members of each group will then “team-teach” the class. Students will complete Group Activity: Characterization Chart.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Angelou, Maya. The Complete Collected Works of Maya Angelou. 1994. New York: Random House. ISBN: 9780679428954.
Angelou, Maya. I Know Why The Caged Bird Sings. 1993. New York: Virago. ISBN: 9780860685111.
Ozick, Cynthia. The Shawl. 1990. New York: Vintage. ISBN: 978067972926.
Ozick, Cynthia. The Cynthia Ozick Reader. Indiana: Indiana UP. ISBN: 9780253210531.
Boland, Eavan. New Collected Poems. 2008. New York: Norton. 9780393065794.
Strand B: Questioning (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What are the symbolic interpretations of the Barbie Doll in the story “Barbie Q” as they relate to young girls’ self-perception that affect adult self-perceptions?
Unit III: Female Unity
What poetic devices does Amy Lowell utilize in the structure of her poem “The Sisters” to emphasize the struggle of the women to achieve status in society through female unity?
What specific passages in “Two Hanged Women”by Henry (Ethel) Richardson reveal characters, develop theme, and illustrate literary elements?
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 5: Question critically the position or viewpoint of an author.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements. (CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
In small groups, students will list the symbolic interpretations of the Barbie Doll in “Barbie Q” by Sandra Cisneros as they relate to the struggles women encounter in developing a positive self-perception (Use Literary Symbolism Chart).
Teacher will moderate student discussion of poetic devices in Amy Lowell’s poem “The Sisters” and select students to recite results of discussion to the class (Use Poetic Elements Activities).
Teacher will moderate student discussion of literary techniques in Amy Lowell’s poem “The Sisters” and select students to share results of discussion to the class (Use Identification and Analysis of Themes Chart).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cisneros, Sandra. Women Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Richardson, Henry Handel. Getting of Wisdom. 2008. New York: Book Jungle. ISBN: 9781605974200.
Ackland, Michael. Henry Handel Richardson: A Life. 2007. Cambridge: Cambridge UP. ISBN: 9780521678643.
Strand B: Questioning (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How can you select specific passages that will support literary critical methods, such as Freudian Analysis, Marxist Analysis, Feminist Analysis, and Archetypal Analysis?
Unit IV: Marital Relationships
What did you learn about the institution of marriage and about the various types of relationships that might develop based on the institution of marriage from your reading of Jhumpa Lahari’s “A Temporary Matter?”
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
After reading and analysis of “Goblin Market” in Literary Critical Analysis Groups, selected students in each group will read passages and conduct a lesson based on character development, themes, and other literary elements. (Use Group Activity: Characterization Chart and Identification and Analysis of Themes Chart)
Teacher will moderate student discussion of literary techniques in Jhumpa Lahari’s poem, “A Temporary Matter” and select students to recite results of discussion to the class, telling how these techniques enhance Lahari’s discussion of marital relationships.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Lahari, Jhumpa. Unaccustomed Earth. 2008. New York: Knopf. ISBN: 97803072665739.
Strand B: Questioning (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What did you learn about the struggles of motherhood from your reading of Lorna Goodison’s poem “Mother the Great Stons Got to Move?”
What did you learn about the struggles of motherhood from your reading of Toni Morrison’s novel Beloved?
Unit VI: Leadership/ Positions of Power
How does Abigail Adams emphasize female leadership positions in her letter “Man Is a Dangerous Creature?”
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 4: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
(CPI) 6: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
Students will discuss literary techniques in Lorna Goodison’s poem, “Mother the Great Stone Got to Move,” and select students to recite results of discussion to the class, telling how these techniques enhance Goodison’s discussion of motherhood.
Teacher will moderate student discussion of literary techniques in Toni Morrison’s Beloved, and select students to recite results of discussion to the class, telling how these techniques enhance Morrison’s discussion of motherhood.
Teacher will moderate student discussion of literary techniques in Abigail Adams’s “Man is a Dangerous Creature,” and select students to recite results of discussion to the class, telling how these techniques enhance Morrison’s discussion of female leadership.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Goodison, Lorna. Turn Thanks: POEMS. 1999. Chicago: Illinois UP. ISBN: 9780252067884.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand B: Questions (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What is Judith Wright’s point of view in the poem “Naked Girl and the Mirror,” based passages from the text?
Unit V: Motherhood
How does Frances E. W. Harper vividly portray her point of view toward the struggles of motherhood during African-American Slavery in “The Slave Mother?”
How does Julia Alvarez vividly portray her point of view toward the struggles of motherhood in her poem “The Master Bed?”
(CPI) 5. Question critically the position or viewpoint of an author.
(CPI) 5. Question critically the position or viewpoint of an author.
(CPI) 5. Question critically the position or viewpoint of an author.
Entire class will discuss the ways in which we can seriously question Judith Wright’s viewpoint in the poem “Naked Girl and the Mirror” by using specific passages from the text (Use Point of View Activity).
Entire class will discuss the ways in which we can seriously question Frances E. W. Harper’s viewpoint in the poem “The Slave Mother” by using specific passages from the text (Use Point of View Activity).
Entire class will discuss the ways in which we can seriously question Julia Alavarez’s viewpoint in the poem “The Master Bed” by using specific passages from the text (Use Point of View Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426
Strand B: Questions (inquiry) and Contributing
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
How does Gish Jen vividly portray her point of view toward the struggles of motherhood in her short story “Who’s Irish?”
How does Diane Di Prima vividly portray her point of view toward the struggles of motherhood in her short poem, “Song for Baby-O Unborn?”
(CPI) 6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.
(CPI) 6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.
Entire class will discuss the ways in which we can seriously question Gish Jen’s viewpoint in the poem “Who’s Irish?” by using specific passages from the text.
Students will clarify, illustrate, define, and elaborate each other’s comments.
Entire class will discuss the ways in which we can seriously question Diane Di Prima’s viewpoint in the poem “Song for Baby-O, Unborn,” by using specific passages from the text. Students will clarify, illustrate, define, and elaborate each other’s comments (Use Motherhood Activity).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Gen, Jish. Who’s Irish? Short Stories. 2000. New York: Vintage. ISBN: 9780375705922.
Di Prima, Diane. Pieces of Song: Selected Poems. 2001. New York: City Lights. ISBN: 9780872862371.
Strand C: Word Choice
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How does Shirley Kaufman use point of view to convey her messages regarding marital relationships in “His Wife?”
Unit VI: Leadership/ Positions of Power
How does Virginia Woolf address the struggles women encounter in their quest fro leadership roles and positions of power in her short story “Professions for Women?”
(CPI) 1. Select and use precise words to maintain an appropriate tone and clarify
ideas in oral and written communication.
(CPI) 1. Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communication.
After writing response papers addressing Shirley Kaufmann’s “His Wife,” students will read their papers to the class and teacher will comment on modulation of voice tone. Students in class will make suggestions regarding the presenter’s word choice.
After writing response papers addressing Virginia Woolf’s “Professions for Women,” students will read their papers to the class and teacher will comment on modulation of voice tone. Students in class will make suggestions regarding the presenter’s word choice.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Kaufman, Shirley. The Defiant Muse: Hebrew Feminist Poems from Antiquity to the Present: A Bilingual Anthology. 1999. New York: Feminist press at CUNY. ISBN: 9781558612242.
Woolf, Virginia. Complete Shorter Works of Fiction. 1989. New York: Harvest. ISBN: 9780156212502.
Strand D: Questions (inquiry) and contributions
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can you develop and present a dramatic speech based on your reading of Kate Chopin’s “Story of an Hour?”
(CPI) 1. Speak for variety of purposes (e.g. persuasion, information, entertainment, literary interpretation, dramatization, personal expression)
After constructing a suspenseful one-day personal narrative, each student will read his/her story to the class for the purposes of entertainment and discussion. Each student will be evaluated according to the Speech Rubric.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Strand D: Oral Presentation
Standard 3.3
All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
After reading and analyzing Kate Chopin’s The Awakening, how can you use the ideas in this text to convince groups of women to fulfill their personal goals, so that they will not experience the same demise as Edna Pontelier?
Unit VI: Leadership/ Positions of Power
After reading and analyzing Mary Wollstonecraft’s A Vindication of the Rights of Woman and Anna Laetitia Barbauld’s “The Rights of Women,” how can you use the ideas in these works to convince groups of women to strive for leadership positions in all facets of their lives?
(CPI) 2. Use a variety of organizational strategies (e.g. focusing idea, attention getters, clinchers, repetition, transition words)
(CPI) 2. Use a variety of organizational strategies (e.g. focusing idea, attention getters, clinchers, repetition, transition words)
After reading The Awakening, students will construct persuasive speeches in which they include attention getters, clinchers, repetition, and transition words, to convince groups of women to fulfill their personal goals, so that they will not experience the same demise as Edna Pontelier.
After reading excerpts from A Vindication of the Rights of Woman and “The Rights of Woman,” students will construct persuasive speeches in which they include attention getters, clinchers, repetition, and transition words, to convince groups of women to strive for leadership positions in all facets of their lives.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton. ISBN: 97803939557829.
Strand A: Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How can you listen effectively in a group discussion and then create summaries, make judgments, write an evaluation based on discussion of the poem “For Saundra” by Nikki Giovanni?
Unit II: Self-Perception
How can you listen effectively in a group discussion and then create summaries, make judgments, write an evaluation based on discussion of the poem “A Song in the Front Yard” by Gwendolyn Brooks?
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
In small groups, students will listen to poem “For Saundra” read aloud by group member and then discuss main elements in the poem, express opinions, and evaluate effectiveness in journals (Use Poetic Elements Activities).
In small groups, students will listen to poem “A Song in the Front Yard” read aloud by group member and then discuss main elements in the poem, express opinions, and evaluate effectiveness in journals. Students will complete Speech Evaluation Forms.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Giovanni, Nikki. The Collected Poems of Nikki Giovanni. 2007. New York: Harper. ISBN: 9780060724290.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Strand A: Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What are effective strategies a listener can use to make judgments based on discussion of the short story “Barbie Q” by Sandra Cisneros?
Unit III: Female Unity
What are effective strategies a listener and use to make make judgments based on discussion of the short story “Poets in the Kitchen” by Paule Marshall?
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
In small groups, students will read aloud, summarize, discuss, analyze, and evaluate Sandra Cisneros’s short story “Barbie Q,” and then report results to the class (Use “Barbie Q” Writing Activity).
In small groups, students will read aloud, summarize, discuss, analyze, and evaluate Paule Marshall’s short story “Poets in the Kitchen” and then report results to the class (Use Short Story Concept Map).
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Marshall, Paule. Reena and Other Stories. 1986. New York: Feminist Press at CUNY. ISBN: 9780935312249.
Strand A: Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
What methods can you use to explore and reflect on ideas relating to female unity in Louisa May Alcott’s text Little Women while hearing and focusing attentively? How can you relate these ideas to situations in modern society?
What methods can you use to explore and reflect on ideas relating to female unity in Christina Rosetti’s “Goblin Market” while hearing and focusing attentively? How can you relate these ideas to situations in modern society?
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
Students will discuss ideas relating to female unity in Louisa May Alcott’s text Little Women. Students will research examples of female unity in modern times and report to the class. (Use Understanding Plot and Subplot in the Novel Activity).
Students will discuss ideas relating to female unity in Christina Rosetti’s “Goblin Market” in small groups and then selected students will report results to entire class. Students will complete Speech Evaluation Form.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Cheney, Edna D. Louisa May Alcott: Life, Letters, and Journals. 2003. ISBN: 9780766174399.
Alcott, Louisa May. Little Women. 2005. New York: Barnes and Noble. ISBN: 9781593083663.
Rosetti, Christina. Christina Rosetti: The Complete Poems. 2001. New York: Penguin. ISBN: 9780140423662.
Strand A: Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What methods can you use to explore and reflect on ideas relating to marital relationships in Zora Neale Hurston’s Their Eyes Are Watching God, while listening and focusing attentively? How can you relate these ideas to situations in modern society?
What have you learned about the main character Cleofila in Sandra Cisneros’s “Woman Hollering Creek,” based on other characters’ statements about her?
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
Students will discuss ideas relating to marital relationships in Zora Neale Hurston’s Their Eyes Were Watching God. Students will research examples of marital relationships in modern times and report to the class. (Use Historical Organizer Activity)
In small groups, students will discuss ideas relating to Cleofila’s character as other characters described her in Woman Hollering Creek. Selected students will report results to entire class, and his/her peers will listen and pose questions. (Use Group Activity: Characterization Chart)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Hurston, Zora Neale. Zora Neale Hurston: Novels and Short Stories. 1995. Washington, D.C.: Library of America. ISBN: 9780940450837.
Cisneros, Sandra. Woman Hollering Creek and Other Stories. 1991. New York: Vintage. ISBN: 0-679-73856-8.
Strand A: Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What methods can you use to explore and reflect on ideas relating to marital relationships in Jane Austen’s Pride and Prejudice, while listening and focusing attentively? How can you relate these ideas to situations in modern society?
Unit V: Motherhood
What methods can you use to explore and reflect on ideas relating to motherhood in Frances E.W. Harper’s “The Slave Mother,” while listening and focusing attentively? How can you relate these ideas to situations in modern society?
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
(CPI) 1. Discuss, Analyze, and Extend Ideas Heard Orally.
Students will discuss ideas relating to marital relationships in Jane Austen’s Pride and Prejudice. Students will research examples of marital relationships in modern times and report to the class.
Students will discuss ideas relating to motherhood in Frances E.W. Harper’s “The Slave Mother.” Students will research examples of marital relationships in modern times and report to the class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Austen, Jane. Pride and Prejudice. 2003. New York: Barnes and Noble. ISBN: 9781593080204.
Harper, Frances E.W. Complete Poems of Frances E.W. Harper. 1988. Oxford: Oxford UP. 9780195052442.
A. Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
In what ways can you respond to the ideas displayed in Eavan Boland’s poems, “In His Own Image” and “Anorexic,” after listening to a reading and analysis of the poem?
Unit III: Female Unity
In what ways can you respond to the ideas displayed in Amy Lowell’s poem “The Sisters,” through an oral interpretation?
Unit IV: Marriage Relationships
In what ways can you respond, through an oral interpretation, to the ideas displayed in Charlotte Gilman’s “The Yellow Wallpaper?”
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
Students will complete Listening Chart based on students reading poems aloud and verbally exchanging analytical comments about the images of female self-perception in Eavan Boland’s “In His own Image” and “Anorexic.”
Students will complete Listening Chart based on students reading poems aloud and verbally exchanging analytical comments about the images of female unity presented by Amy Lowell in “The Sisters.”
Students will complete Listening Chart based on students reading poems aloud and verbally exchanging analytical comments about the struggles of the main character in her marital relationship in Charlotte Gilman’s “The Yellow Wallpaper.”
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Boland, Eavan. New Collected Poems. 2008. New York: Norton. 9780393065794.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. 1989. New York: Bantam. ISBN: 9780553213751.
Strand A. Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What are the appropriate listener responses when listening to oral interpretations of Kate Chopin’s The Awakening?
Unit V: Motherhood
What are the appropriate listener responses when listening to oral interpretations of Gish Jen’s “Who’s Irish?”
What are the appropriate listener responses when listening to oral interpretations of Toni Morrison’s Beloved?
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
All students will complete Speech Evaluation Rubric to evaluate their peers’ persuasive speeches supporting equal rights in marital relationships, as a result of reading Kate Chopin’s The Awakening.
All students will complete Speech Evaluation Rubric to evaluate their peers’ persuasive speeches convincing the audience abut the challenges of motherhood, as a result of reading Gish Jen’s “Who’s Irish?”
All students will use Speech Evaluation Rubric to evaluate their peers’ persuasive speeches supporting or refuting the actions of the female characters in Toni Morrison’s Beloved.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Gen, Jish. Who’s Irish? Short Stories. 2000. New York: Vintage. ISBN: 9780375705922.
Morrison, Toni. Beloved. 2004. New York: Vintage. ISBN: 9781400033416.
Strand A. Active Listening
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit VI: Leadership/ Positions of Power
How can you more effectively comprehend Abigail Adams’s purpose relating to female leadership and autonomy expressed in “Man is a Dangerous Creature?”
(CPI) 3. Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedback to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
Students will list in their journals all evidence of female leadership and autonomy in “Man is a Dangerous Creature,” and share their ideas with their peers in small discussion groups. Students will complete use Speech Evaluation Rubric to evaluate their peers’ oral presentations.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What methods can you use to listen more effectively to teacher lectures, and to ideas expressed in discussion?
What are 5 examples from “Daughters of the Late Colonel” of the struggles and conflicts faced by women in their search for Social Equality? Do these struggles and conflicts still exist today?
What are 5 examples from Coosaponeeska’s poem “For Joy Hario” of the struggles and conflicts faced by women in their search for Social Equality? Do these struggles and conflicts still exist today?
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(NPS) Students will complete a Listening Chart relating to “Daughters of the Late Colonel” by listing 5 examples of the struggles and conflicts faced by the characters and how each of these struggles or conflicts still exist today.
(NPS) Students will complete a Listening Chart relating to Coosaponeeska’s poem by listing 5 examples of the struggles and conflicts faced by the characters in “For Joy Hario,” and then listing how each of these struggles or conflicts still exist today.
Students will listen more effectively to informational lectures, and listen in group discussions, and during student presentations. Students will use Speech Evaluation Rubric to evaluate peers’ oral presentations.
One student in each group of 3-4 students will read passage form “Daughters of the Last Colonel” aloud. After listening to small group discussions, students will complete a Listening Chart .
One student in each group of 3-4 students will read Coosaponeeska’s poem “For Joy Hario” aloud. After listening to small group discussions, students will complete a Listening Chart .
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Mansfield, Katherine. Katherine Mansfield’s Collected Stories. 2005. New York: Norton. ISBN: 9780393925333.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Brown, Dee Alexander. Ed. 2001. Bury My Heart at Wounded Knee: An Indian History of the American West. New York: Henry Holt. ISBN: 9780805066692.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
What techniques can you use to thoroughly comprehend the main ideas, images, and themes presented by Anna Laetitia Barbauld in “The Rights of Woman?”
Unit IV: Marital Relationships
How can students’ speeches in response to Jhumpa Lahari’s “A Temporary Matter” help to clarify the major points in the short story?
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 7. Paraphrase information presented orally by others.
CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
.
Selected students will read individual stanzas from Anna Laetitia Barbauld’s poem, “The Right of Woman.” As each stanza is read, other students will highlight main ideas and images. Students will write in their journals three themes that might be derived from this poem.
After composing 3 minute speeches in response to Jhumpa Lahari’s “A Temporary Matter,” each student will recite his/her speech to the class. Listeners will ask questions and evaluate the effectiveness of each student’s delivery, using Speech Delivery Evaluation Form.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Lahari, Jhumpa. Unaccustomed Earth. 2008. new York: Knopf. ISBN: 97803072665739.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self- Perception
How can you evaluate speech delivery techniques of your peers while they deliver their speeches based on their reading and analysis of Kate Chopin’s The Awakening?
Unit III: Female Unity
What methods can you use to listen more effectively to teacher lectures and to ideas expressed in discussion, while evaluating the short story “Two Hanged Women” by Henry Handel Richardson?
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
.
After students prepare speeches based on their reading of Kate Chopin’s The Awakening, each student will present his/her speech to the class. Listeners will evaluate each speaker and summarize ideas presented by each speaker in journals. (Use Listening Chart)
One student in each group of 3-4 students will read passage form “Two Hanged Women” aloud. After listening to small group discussions, students will complete a Listening Chart. Listeners will evaluate each speaker and summarize ideas presented by each speaker.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Richardson, Henry Handel. Getting of Wisdom. 2008. New York: Book Jungle. ISBN: 9781605974200.
Ackland, Michael. Henry Handel Richardson: A Life. 2007. Cambridge: Cambridge UP. ISBN: 9780521678643.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What main ideas and images does Denise Levertov incorporate in “Divorcing” that reveal her point of view regarding marital relationships?
Unit V: Motherhood
What main ideas and images does Gwendolyn Brooks use in “The Mother” that reveal her point of view regarding motherhood?
What main ideas and images does Lucille Clifton use in “the lost baby poem” that reveal her point of view regarding motherhood?
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
Selected students will read individual stanzas from Denise Levertov’s poem, “Divorcing.” As each stanza is read, other students will highlight main images relating to marriage. Students will write in their journals three themes that might be derived from this poem.
Selected students will read individual verses from Gwendolyn Brooks’s “The Mother.” As each stanza is read, other students will highlight images relating to motherhood. Students will complete Identification and Analysis of Themes Chart.
Selected students will read individual lines from the poem. As each stanza is read, other students will highlight main ideas and images. Students will write in their journals three themes that might be derived from this poem
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Levertov, Denise. The Selected Poems of Denise Levertov. 2003. New York: New Directions. ISBN: 9780811215541.
Brooks, Gwendolyn. Essential Brooks. 2006. New York: Harper Audio. ISBN: 9780060878764.
Clifton, Lucille. Blessing the Boats: New and Selected Poems: 1988-2000. 2000. New York: BOA Editions. ISBN: 9781880238882.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit V: Motherhood
What methods can you use to listen more attentively to ideas expressed in discussion, while evaluating the poem “Mother the Great Stones Got to Move” by Lorna Goodison?
Unit VI: Leadership/ Positions of Power
What methods can you use to listen more attentively to ideas expressed in discussion, while evaluating the poem “Rosa” by Rita Dove.
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
(CPI) 1: Summarize, make judgments, and evaluate the content and delivery of oral presentation.
(CPI) 6. Paraphrase information presented orally by others.
Students will complete Listening Activity Chart while teacher reads aloud Lorna Goodison’s poem “Mother the Great Stones Got to Move” and share results with class.
Students will complete Listening Activity Chart while teacher reads aloud Rita Dove’s “Rosa” and share results with class.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Alvarez. Julia. In the Time of the Butterflies. 1995. New York: Plume. ISBN: 9780452274426.
Goodison, Lorna. Turn Thanks: POEMS. 1999. Chicago: Illinois UP. ISBN: 9780252067884.
Strand B: Listening Comprehension
Standard 3.4
All students will listen actively to information from a variety of sources in a variety of situations
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What elements regarding marital relationships in Mary Freeman’s “The Revolt of Mother” can be debated in small group discussions?
Unit VI: Leadership/ Positions of Power
What elements regarding female leadership/ positions of power in excerpts from Mary Wollstonecraft’s A Vindication of the Rights of Woman and Anna Laetitia’s “The Rights of Woman,” can be debated in small group discussions?
(CPI) 4. Listen and respond appropriately to a debate.
(CPI) 4. Listen and respond appropriately to a debate.
Teacher will divide class into two large group will be assigned to either agree or to disagree with Mary Freeman’s view of marriage in “The Revolt of Mother.” They will formulate ideas and questions, and teacher will moderate and judge a debate between the two sides. (Use The Great Debate Activity)
Teacher will divide class into two large group who will be assigned to either agree or to disagree with the female leadership/ positions of power concepts in A Vindication of Woman and “The Rights of Woman.” They will formulate ideas and questions, and teacher will moderate and judge a debate between the two sides.
(Use The Great Debate Activity)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Reichardt, Mary. Ed. Mary Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton. ISBN: 97803939557829.
Barbauld, Anna Laetitia. Memoirs, Letters, and a Selection from the Poems and Prose Writings of Anna Laetitia Barbauld. 2006. Detroit: Michigan UP. ISBN: 9781425539221.
Strand A: Constructing Meaning from Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
How are social standards like those addressed in Marge Piercey’s “Barbie Doll” reinforced by various types of media.
In I Know Why the Caged Bird Sings, what messages relate to the social reality for African-American women that existed during the 1930s in the American South?
How can media messages be representations of social reality for women in various historic time periods?
(CPI) 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world. (CPI) 2. Identify and evaluate how a media product expresses the values of the culture that produced it.
(CPI) 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
(CPI) 2. Identify and evaluate how a media product expresses the values of the culture that produced it.
(CPI) 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
(CPI) 2. Identify and evaluate how a media product expresses the values of the culture that produced it.
Students will research various messages media has produced in relation to the setting of social standards for the behavior and appearance of women and create a display using a Poster Activity.
Students will list in their journals the messages conveyed by Maya Angelou in an excerpt from I Know Why the Caged Bird Sings relating to the social reality for African-American women that existed during the 1930s in the American South.
Students will view film excerpts from The Joy Luck Club and The Women of Brewster Place and list elements of social reality in the specific time period used in the films. (Use Novel Viewing Guide)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Angelou, Maya. The Complete Collected Works of Maya Angelou. 1994. New York: Random House. ISBN: 9780679428954.
Angelou, Maya. I Know Why The Caged Bird Sings. 1993. New York: Virago. ISBN: 9780860685111.
Deitch, Donna. The Women of Brewster Place. 1989. Burbank: Xenon. ASIN: B0000560W1.
Wang, Wayne. The Joy Luck Club. 2002. Burbank: Buena Vista. ASIN: B0000JKGK.
Strand A: Constructing Meaning from Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How are social standards like those addressed in Louisa May Alcott’s Little Women reinforced by various types of media?
Unit V: Motherhood
How are social standards regarding teenage pregnancy and motherhood addressed in the film Juno?
(CPI) 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
(CPI) 2. Identify and evaluate how a media product expresses the values of the culture that produced it.
(CPI) 1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
(CPI) 2. Identify and evaluate how a media product expresses the values of the culture that produced it.
Students will view film excerpts from DVD version and discuss the representations of social reality evident in nineteenth century Great Britain. Students will complete Novel Viewing Guide.
Students will view the film Juno and complete Juno Viewing Activities. Students will share their responses with the class and relate this film to the literary readings in Unit V.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Alcott, Louisa May. Little Women. 2005. New York: Barnes and Noble. ISBN: 9781593083663.
Armstrong, Gillian. Director. Little Women. [DVD]. New York: Sony. ASIN: 0767851013.
Strand B: Visual and Verbal Messages
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
What stereotypes regarding marital relationships in Colonial America are evident in “Letter to John Adams [Absolute Power over Wives]?”
(CPI) 1. Analyze media for stereotyping (e.g., gender, ethnicity).
Students will list in their journals various words and phrases from “Letter to John Adams [Absolute Power over Wives]” that reflect stereotypes regarding marital relationships in colonial America. Students will complete Historical Organizer Activity.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Adams, Abigail. The Letters of John and Abigail Adams. 2003. New York: Penguin. ISBN: 9780142437117.
Strand C: Living With Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit I: Social and Political Equality
What evidence can we find in current print, nonprint, and electronic texts and resources to explore the social and political struggles of women writers in Virginia Woolf’s A Room of One’s Own?
What can we learn about the struggles and conflicts faced by Native American women by viewing and analyzing the film Bury My Heart at Wounded Knee?
(CPI) 1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions.)
(NPS) Students will create posters illustrating evidence from various sources, such as documentaries, films, interviews, articles, and websites relating to the social and political struggle of women writers, as indicated in Virginia Woolf’s A Room of One’s Own.
(NPS) Students will view excerpt from film Bury My Heart at Wounded Knee, respond to critical thinking questions, and discuss results with the class.
•
Teacher will distribute Living with the Media Poster Activity and Living with the Media Oral Presentation Activity, and instruct students to work in groups to complete these activities.
Students will critique selected excerpt from film Bury My Heart at Wounded Knee by listing elements that emphasize the struggles of Native American Women in the eighteenth century. (Use Historical background Organizer)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Fahs, Breanne. 2005. Sparkcharts: Women’s Studies. New York: Spark Publishing. ISBN: 978-1-4114-0271-3.
Woolf, Virginia. A Room of One’s Own. 1989. New York: Harcourt Brace. ISBN: 9780156787338.
Simoneau, Yves. Director. 2007. Bury My Heart at Wounded Knee. [videorecording]. Burbank: HBO Home Video. ASIN: B000R20164.
Strand C: Living With Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit II: Self-Perception
What themes does Kate Chopin incorporate in her novel The Awakening that reveal the struggles women face in developing a positive self-perception?
What themes does Judith Wright use in her poem “Naked Girl and the Mirror” that reveal the struggles women face in developing a positive self-perception?
Unit III: Female Unity
How does the movie The Joy Luck Club illustrate the necessity for female unity?
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
Students will utilize computer search engines to locate poems, essays, artworks and other media that would enhance their understanding of the themes in Kate Chopin’s The Awakening, and then share results with the class.
Students will utilize computer search engines to locate poems, essays, artworks and other media that would enhance their understanding of the themes in Kate Chopin’s The Awakening, and then share results with the class.
Students will view segments of the film The Joy Luck Club and list in their journals a minimum of ten examples illustrating human relationships, new ideas regarding female unity, and aspects of culture specific to women. (Use Novel Viewing Guide)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Chopin, Kate. The Awakening: A Norton Critical Edition. 1993. New York: Norton. 9780393960570.
Beveridge, Judith, Duwall, Martin, and Lea, Bronwyn. Ed. Best Australian Poetry. 2006. Queensland: Queensland UP. ISBN: 9780702235689.
Wang, Wayne. The Joy Luck Club. 2002. Burbank: Buena Vista. ASIN: B0000JKGK.
Strand C: Living With Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit III: Female Unity
How can various forms of media help you explore the female poets referenced in the poem “Poets in the Kitchen by Paule Marshall?”
Unit IV: Marital Relationships
How are marital relationships and cultural elements in Mary Freeman’s “The Revolt of Mother” reflected in various media?
How can you use electronic media to explore women’s mental states within marital relationships, similar to the relationship in “The Yellow Wallpaper?”
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
Students will use library computer databases to research information about the female poets referenced in Paule Marshall’s “Poets in the Kitchen,” and evaluate their relevance in the poem
Students will gather pictures that illustrate typical marital relationships using websites and computer search engines, and create a display with the class. (Use Media Poster Activity and Media Oral Presentation Activity)
Students will use computer databases and websites to locate articles about women’s mental states within marriage and then, in group discussion, relate their findings to “The Yellow Wallpaper.” (Use The Great Debate Activity)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Murfin, Ross. And Ray, Supryia M. Ed. 2003. The Bedford Glossary of Literary Terms. New York: Bedford/St. Martin’s. ISBN: 0-312-25910-7.
Lowell, Amy. Amy Lowell: Selected Poems. 2004. New York: Library of America. ISBN: 9781931082709.
Reichardt, Mary. Ed. Mary
Wilkins Freeman: A Study of Short Fiction. 1998. ISBN: 9780805746266.
Gilman, Charlotte Perkins. The Yellow Wallpaper and Other Stories. 1989. New York: Bantam. ISBN: 9780553213751.
Strand C: Living With Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit VI: Leadership/ Positions of Power
How can you explore human relationships inherent in Queen Elizabeth I’s “Speech to the Troops at Tilbury?”
(CPI) 1: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
Students will view scene from film Queen Elizabeth I in which Queen Elizabeth delivers her “Speech at Tilbury,” and discuss the ways in which her physical appearance and mannerisms enhance the reader’s understanding of the text. (Use Novel Viewing Guide and The Art of Rhetoric Activity)
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Weir, Alison. The Life of Queen Elizabeth I. 1999. New York: Ballantine. ISBN: 9780345425508
Hooper, Tom. Queen Elizabeth I. [DVD]. 2006. New York: HBO Home Video. ASIN: B000FO0AHO.
Strand C: Living with Media
Standard 3.5
All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources
Essential Questions
Instructional Objectives / Skills and Benchmarks (CPIs)
Types of Research Based Activities and Assessments that could illustrate Objectives
Suggested Resources
Unit IV: Marital Relationships
How can you use film representations to enhance your understanding of the marital relationships in Zora Neale Hurston’s Their Eyes Were Watching God
How can you use film representations to enhance your understanding the marital relationships in Jane Austen’s Pride and Prejudice?
(CPI) 3. Identify and critique the forms, techniques (e.g.propaganda) and technologies used in various media messages and performances.
(CPI) 3. Identify and critique the forms, techniques (e.g.propaganda) and technologies used in various media messages and performances.
Students will view selected film clips from DVD version of Their Eyes Were Watching God, and complete Novel Viewing Guide, on which they will list the similarities and differences they notice between the film version and the text, in relation to marital relationships.
Students will view selected film clips from DVD version of Pride and Prejudice, complete Novel Viewing Guide, on which they will list the similarities and differences they notice between the film version and the text, relating to marital relationships.
Gilbert, Sandra M. and Gubar, Sandra M. Ed. 2007. The Norton Anthology of Literature by Women. New York: Norton and Company. ISBN: 978-0393930153.
Martin, Darnell. Their Eyes Were Watching God. [DVD]. 2005. Los Angeles: Buena Vista. ASIN: B000AJJNMM.
Wright, Joe. Director. Pride and Prejudice. [DVD]. Hollywood: Walt Disney Video. 2005. ASIN: B000E1ZBGS
SETTING
PLOT
CHARACTERS
THE PLOT
THE ELEMENTS OF
A SHORT STORY
THEMES
Describe how the elements of “Daughters of the Late Colonel” helped to magnify Mansfield’s purpose.
SIGHT
SMELL
IMAGERY
SOUND
TASTE
TOUCH
Tone is ________________________________________________________________________ Directions: In each of the boxes below describe the tone of each section and its connection to the tone of preceding section. (Except in the case of the first section). Be sure to provide specific words or phrases from the reading to support your responses.
1.
4.
2.
3.
Write what the works have in common here.
Event from your personal life or from the media
Event in the narrative poem “Barbie Doll”
Same
Different
Different
SYNONYM
ANTONYMN
WORD MAP
USE IN A SENTENCE …
DRAW A PICTURE …
First Person Narrative:
Third Person Narrative:
When does the shift in narrative voice occur in Cisneros’s “Woman Hollering Creek”? What is the significance of the shift from a third person to a first person narrative?
Example from the text
Example from the text:
A
B
C
................
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