Mystery, Affair,

Freedom, and Intrigue

Unit

 

Erin Bertheaume

ENGL 5922

Linda Miller Cleary

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prefatory Statement

 

              This features American women writers from the past and the present, including: Kate Chopin, Charlotte Perkins-Gilman, Sarah Orne Jewett, and Maya Angelou.  Each writer brings something new and different to their writing that the other writers do not, giving students a chance to read a variety of different writing, appealing to many possible likes and dislikes to different groups of students. Students will work individually on projects and writing throughout the unit and with small and large groups. 

The rationale behind the unit is to open up students’ eyes to the importance of women in their lives and their history. Studying different female writers, and a little about their personal history, will allow students see where the writers’ inspiration came from.  Without women we would not be here today; our own mothers gave us birth, and they deserve respect and recognition.  I am aware that some may ask how the male students will benefit from this unit.  I believe that both male and female students will be interested in this unit.  Women have helped create the country we live in today, but in history class the students learn mostly about the males who helped our country.  I believe it is important for my students to learn about both male and female writers.  I chose female writers who are of the white race and of African American race, showing students that people from both races can be great writers by overcoming the hardships in each race.  By the time it is over students will have a greater appreciation for the women in their lives, and the writers of our history.

Unit – Class Specifications

 

              This unit, with the selected readings, is appropriate for juniors and seniors in high school.  It would be inappropriate for younger students because of the content in some of the stories being studied.  The Storm by Kate Chopin talks mainly about a woman who has a love affair with a man from her past.  Some of the writing gives a vivid description of the sexual activity and shares feelings that are not appropriate for younger-aged students.  This unit is appropriate for students from all socio-economic groups.  Many socio-economic groups are depicted in the stories that students will be reading during the unit.  Teachers may still be able to use this unit with all high school aged students by removing The Storm from the unit and replacing it with another.  All the other stories, and poems included in the unit are appropriate for all high school aged students. 

 Significant Assumptions

 

              I believe that all students have the right to learn to the best of their abilities.  Students all learn in different ways, so it is the teacher’s job to teach using multiple strategies to reach all their students and allow them to learn in ways that work best for them.  This unit uses multiple styles of teaching so that students are not being taught the same way in every class, they will get the chance to learn using different techniques such as: small and large group work/discussions, individual work, free writing, lecture, and student led discussions.  Students will learn through multiple teaching strategies led by the instructor, their peers, and themselves.  It is assumed that students involved in this unit know how to read and comprehend short stories and poems.  They should be able to talk about their reading in a small and large group setting and be comfortable writing their ideas in a formal and informal paper. It is also assumed that students have basic knowledge of computer use and are able to work with the internet and word processors.  Students will acquire the concepts in this unit by attending class, reading the assigned readings, participating in discussions, and completing all assigned work to the best of their abilities. 

Desired Outcomes/Standards/Objectives to be Met

 

              By the end of this unit I want my students to have learned how to analyze literary elements (character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme, and conflict/resolution) within the stories read during the unit.  The students will read, and analyze the symbolism and the different elements of the stories in traditional, classical, and contemporary works of literature from American literature using feminist criticism.  Students will be assessed on how they talk about and analyze literary elements in the small group work, literature circles, large group work, large group discussions, and individual work on the final essay.  The Minnesota standard that this unit follows is the reading and literature standard. 

Whole – Class, Small – Group, Individual, and Ongoing Activities

 

Whole – Class Activities – Students Will:

 

Small- Class Activities – Students Will:

 

Individual Activities – Students Will:

 

Ongoing Activities

 

Student Resources

 

During the unit Students will need:

Unit Launch

              I will motivate my students to engage in this unit by starting the unit with a speech.  I want to get my students to begin thinking about the women in their lives, and what those women mean to them.  The speech they will be giving will be based on a woman they admire, whether they know them in person or not.  I want the students to be able to connect the women they admire to the women they will be studying during the unit.  Along with the speech, students will also complete a web quest to learn new and interesting things about the women they will study.  The four women being studied during the unit all lived or are living fascinating lives.  The students are going to explore resources set up on the web quest to learn as much as they can about the women being studied during the unit.  By giving their speeches and researching the authors, I hope to get them excited and motivated to work hard during the unit. 

 

 

Mystery, Affair, Freedom & Intrigue

4 week long unit based on short stories by American women writers

 

Week One – Introduction and Speech

Monday:

 

Tuesday:

 

Wednesday:

 

Thursday:

 

Friday:

 

Week Two – The White Heron (Sarah Orne Jewett)

Monday:

 

Tuesday:

 

 

 

Wednesday:

Thursday:

 

Friday:

 

Shaded/Dense Questions for The White Heron:

Week Three – The Storm (Kate Chopin)

Monday:

Tuesday:

 

Wednesday:

 

Thursday:

 

 

 

Friday:

 

Shaded/Dense Questions for The Storm:

 

Week Four – The Yellow Wallpaper (Charlotte Perkins Gilman)

Monday:

 

Tuesday & Wednesday:

 

 

Thursday:

 

Friday:

 

Shaded/Dense Questions for The Yellow Wallpaper:

 

 

 

 

 

 

 

 

 

Lesson Plan 1

 

Lesson Topic: The White Heron    Grade level: 11/12 grade

Length of lesson:  1 Hour   (Week 2 – Thursday’s class)

 

Stage 1 – Desired Results

Content Standard(s): Literature: 1. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from American literature. 5. Analyze, interpret and evaluate the use of figurative language and imagery in fiction and nonfiction selections, including symbolism, tone, irony and satire. 6. Analyze and evaluate the relationship between and among elements of literature: character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme and conflict/resolution.

 

Understanding (s)/goals

Students will understand:

  • How to identify the symbolism of the “white heron” in the story
  • How to analyze the story using feminist criticism
  • How to analyze the elements of literature in the story

 

Essential Question(s):

  • Why is it important to know how to analyze the elements of literature in a story?
  • Why should we learn about feminist criticism?
  • Why is symbolism important in literature?

Student objectives (outcomes):

Students will be able to:

  • Analyze the story using feminist criticism
  • Analyze the different elements of literature in the story
  • Explain the symbolism throughout the story

 

Stage 2 – Assessment Evidence

Performance Task(s):

  • Performing skits in front of the class

 

 

 

Other Evidence:

  • Being able to identify the sections of the story other groups are acting out, and explain the why the section is important to the story.

Stage 3 – Learning Plan

Learning Activities:

Materials: 

  • Copy of The White Heron

 

Hook:

  • Tell the students they will be actors and actresses today!! (2 min)

 

Body:

  • Separate students into groups of 3-5 (3 min)

 

  • Once groups have been made, the teacher goes around and assigns each group a different section of the story to analyze and act out for the class, telling each group not to tell the other groups what section they have been given because after each group performs their skit the class will have to tell them what section of the story they had and then explain the significance of that section to the story. (5 min)
  • After each group has their section of the story they will be given time to create a short skit  (20 min)
  • When work time is over each group will have a turn at presenting their skit…and when they finish they will call on their peers to guess what section they had and explain the importance of the section.  (30 min)

 

Closing:

  • Remind students to be ready for their first literature circle group the next day, be ready to discuss The White Heron
  • They will need their role sheets need to be completed and ready to turn in as soon as the discussion ends
  • Also make sure they bring a book or something to work on if their discussion ends early…they will be given Friday’s entire class period for discussion in their groups. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan 2

 

Lesson Topic: The Storm    Grade level: 11th/12th graders

Length of lesson: 1 Hour (Week 3 – Wednesday Lesson)

 

Stage 1 – Desired Results

Content Standard(s): Literature: 1. Read, analyze and evaluate traditional, classical and contemporary works of literary merit from American literature. 5. Analyze, interpret and evaluate the use of figurative language and imagery in fiction and nonfiction selections, including symbolism, tone, irony and satire. 6. Analyze and evaluate the relationship between and among elements of literature: character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme and conflict/resolution.

 

 

Understanding (s)/goals

Students will understand:

  • How to analyze elements of literature through the language and words used in the story
  • How each students view point on the story is different, but still correct at the same time

 

 

 

 

Essential Question(s):

  • Why is it important to look at specific words used in a story?
  • Why is it important to understand others view points on a piece of literature

Student objectives (outcomes):

Students will be able to:

  • Analyze the elements of literature (character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme and conflict/resolution) by looking at specific words that are used in the story
  • Look at the story from different points of view, by listening to their peers talk about the words they found to be significant and why

 

Stage 2 – Assessment Evidence

Performance Task(s):

  • Students will create an illustration for at least one word they chose from their row
  • Students will be able to talk to their peers about why the words they chose are significant to the story and the elements of literature

 

 

 

Other Evidence:

  • Students will complete their row of letters with their group members
  • Students will participate in class discussion

Stage 3 – Learning Plan

Learning Activities:

Materials:

    • Alpha boxes sheet for every student in the class
    • Markers/crayons/colored pencils for illustrations
    • Large construction paper for illustration
    • Tape to post up illustrations

 

Hook:

    • Play a fun with words game
    • Start by saying these words….floor, door, wall, ball, mitten, book, noon, moon…etc.
    • Tell the students to think carefully about the words, then tell them to add words they think fit with your pattern….The pattern is words with the same letter together…nOOn, waLL, flOOr, miTTen, etc. 
    • When students catch on they ill begin added words, but make sure you tell them if their words fit the pattern…when enough students have caught onto to the pattern…tell them all what it was (10 min)

 

Body:

    • Tell students that words are very important in literature, and can be fun to work with also
    • Split class into groups of 6, and assign a row from the Alpha boxes worksheet to each group.  Group 1 A-D; Group 2 E-H, etc.  (5 min)
    • Tell students to fill in each letter box with words that coincide with the letter and are significant to the story. Show examples - Ex: A – adultery
    • Also tell students that when all the boxes in their row have been filled in they must create at least one illustration linking to one of the words, if they want to create more than one illustration they may.  (5 min)
    • Allow students work time to fill in their letter boxes and create their illustrations (20 min)

 

Closing:

    • When all groups have finished have them post their illustrations throughout the room ( 2 min)
    • Each group will take turns describing their illustration and sharing the words they put in their boxes, and how they are significant to the story and why.  Students who are not presenting should be asking questions to learn more about their peers points of view on the story (40 min)

 

 

 

 

 

 

Supporting Materials for Teachers Who Teach the Unit

Resources that I found helpful:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

15 Easy Steps to an Effective Speech

   

      -       Step 1:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Admired Women Speech “Mock” Rubric

 

(When teaching this unit, I will show the “How to Speak in Public” clip, and the class will create their own rubric, with the teacher, based on what they learned from the clip)

 

 

Beginning

1

Developing

2

Accomplished

3

Topic –

 

Familiarity with topic choice.

 

(links with step 1 in clip)

Topic is not a woman that student admires.

Topic is a woman that the student admires, but student knows little about.

Topic is a woman that the students admires and is familiar with.

Research –

 

Notes provided showing all research done on topic.

 

(links with step 2 in clip)

Research notes provided, but are not related to topic.

Research notes provided, but show little research was done on the topic. 

Research notes provided, and show that topic was well researched.

Outline–

 

Outline (hook, intro, body, and conclusion) is created and turned in before speech is given.

 

(links with steps 3-6 in clip)

Outline was created, but 2 or more parts are not present.  Missing either: hook, intro, body and/or conclusion.

Outline was created but one part is not present. 

Missing either:

hook, intro, body and/or conclusion. 

Outline was created, and all parts are present. 

Eye Contact/Body Language –

 

Student uses eye contact throughout the speech, and maintains proper body language (feet firm on the floor, and hands on podium, or folded behind the back.)

 

(links with steps 9-11)

Student maintained eye contact for majority of the speech, but did not maintain proper body language. 

Student maintained proper body language throughout the entire speech, but did not maintain good eye contact throughout.

Student maintained proper body language and good eye contact throughout the entire speech.

Public Speaking Peer Evaluation Form

 

                                   Excellent                  Very Good               Good               Needs to

                                                                                                                                Improve

 

Knowledge

Speaker is familiar

& knowledgeable with                 

the woman they admire   ________          ________          ________          ________

           

Speech Development

Organization: Hook, intro,

body and conclusion                     ________          ________          ________          ________

 

Delivery

Voice: pitch, volume, speed

Eye contact

Posture and poise

Hand gestures

Facial expressions

Energy and Enthusiasm   ________         ________          ________          ________

 

 

You Could Improve Your Speech By: ______________________________________________________________________________

 

______________________________________________________________________________

 

______________________________________________________________________________

 

 

I Liked Your Speech Because: ______________________________________________________________________________

 

______________________________________________________________________________

 

______________________________________________________________________________

 

 

SPEAKER:  _____________________________

 

EVALUATOR:  ____________________________

 

Discussion Director

 

Name _______________________________                       

         

Story for today ________________________

 

 

Your job is to develop a list of questions that your group might want to discuss about this short story.  Don’t worry about the small details.  Your task is to help people in your group talk about the big ideas in the story and share their reactions.  Usually the best discussion questions come from your own thoughts and feelings, and concerns as you read.  You might want to use some of these questions to develop topics for discussion in your group:

            What was the author trying to show by . . . ?

            How did you feel about the part where . . . ?

            Do you think there was another meaning when then author . . . ?

 

Discussion questions for today:

 

1. ________________________________________________________________

 

__________________________________________________________________

           

2.  ________________________________________________________________

 

__________________________________________________________________

 

3. ________________________________________________________________

 

__________________________________________________________________

 

4. ________________________________________________________________

 

__________________________________________________________________

 

Role for next Lit Circle_________________
Story    ___________________
 

http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Nov_Role_04/Roles%20Discussion%20Director.pdf

 

Vocabulary Enricher

 

Name _______________________________                   

 

Story for today ________________________

 

 

Your job is to be on the lookout for a few especially important words or phrases in the story read for today’s lit circle.  If you find words that are puzzling or unfamiliar, mark them while you are reading, and then later on jot down their definitions from a dictionary or some other source. You may also run across familiar words used in an unusual way, or key to the meaning of the text.  Mark these special words too, and be able to point them out to the group.  When your circle meets, help members to find and discuss these words. 

 

Page #          Word                                   Definition                           

and ¶                                                                                   

 

1. _______               _________               ___________________________________        

 

   ¶______                _________               ___________________________________        

 

                                                                      ____________________________________

 

2. _______               _________                        ____________________________________

 

   ¶______                _________               ____________________________________

           

                                                                      ____________________________________

 

3. _______               _________               ____________________________________

 

   ¶______                _________               ____________________________________

                                  

                                                                      ____________________________________

 

Role for next Lit Circle __________________

Story ____________________

 

http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Nov_Role_04/Roles%20Vocabulary.pdf

Quote Finder

 

Name _______________________________          

 

Story _______________________________

 

Your job is to locate a few special sections of the text that your group would like to hear read aloud.  The idea is to help your group remember some interesting, powerful, funny, puzzling, or important sections of the text.  You decide which passages or paragraphs are worth hearing, and then you read them aloud to your group at the appropriate time. 

 

1. Page ______       Quote: _____________________________________________

            ¶ ______      ___________________________________________________

                                   ___________________________________________________

                                   ___________________________________________________

                                   ___________________________________________________

 

Reason for Selection: _________________________________

___________________________________________________

___________________________________________________

___________________________________________________

 

2. Page ______       Quote: _____________________________________________

            ¶ ______      ___________________________________________________

                                   ___________________________________________________

                                   ___________________________________________________

___________________________________________________

 

Reason for Selection: _________________________________

___________________________________________________

___________________________________________________

                                   ___________________________________________________

 

 

Role for next Lit Circle ______________________

       Story  ______________________
 

http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Nov_Role_04/Roles%20Quote%20Finder.pdf

 

Illustrator

 

Name _______________________________       

 

Story ________________________________

 

 

Your job is to draw some kind of picture related to the reading.  It can be a sketch, cartoon, diagram, flow chart, or stick figure scene.  You can draw a picture of something that’s discussed specifically in the story, or something that reminds you of, or a picture that conveys and idea or feeling you got from the reading.  Any kind of drawing or graphic is ok – you can even label things with words if that helps.  Make your drawing on this sheet or another sheet. 

 

Presentation Plan:  When the discussion director invites your participation, you may show your picture without comment to others in the group.  One at a time, they get to guess what your picture means, to connect the picture to their own ideas about the reading.  After everyone has had a say, you get the last word: tell them what the picture means, where it came from, or what it represents to you. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Role for next Lit Circle ___________________

Story ___________________

 

http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Nov_Role_04/Roles%20Illustrator.pdf

Connector

 

Name _______________________________  

 

Story ________________________________

 

Your job is to find connections between the story your group is reading and the world outside.  This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, or to other people or problems that you are reminded of.  You might also see connections between this book and other writings on the same topic or by the same author.  There are no right answers here – whatever there reading connects you with is worth sharing.

 

Some connections I found between this reading and other people, places, events, and authors . . .

 

 

 

 

 

Role for next Lit Circle ___________________________

Story ___________________________

 

http://www.aasd.k12.wi.us/staff/wiesebrad/reading/Nov_Role_04/Roles%20Connector.pdf

Alpha boxes

 

The Book ________________________________________________

 

The reader (s) ____________________________________________

 

 

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

XYZ

 

Derived from Kylene Beers

Favorite Story Essay

 

The final assessment for this unit will be a short essay written by you.

 

First – Decide which of the three stories read in class during the unit was your favorite.  (The White Heron, The Storm, or The Yellow Wallpaper)

 

Second – Write your essay, including:

 

Third – The rubric for the essay is based on the 6 traits of writing, and if the essay answers the four main questions listed above. 

 

**There is no page number requirement for the essay, but be sure to answer the four main questions, and follow the 6 traits of writing**

 

 

 

 

 

 

 

 

 

 

 

 

 

6 + 1 Trait Writing Model: Favorite Short Story Essay Rubric

CATEGORY

4

3

2

1

Focus one ONE story (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Adding Personality (Voice)

The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."

The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.

The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.

The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Word Choice

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.

Flow & Rhythm (Sentence Fluency)

 

All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis

Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.

Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.

Grammar & Spelling

(Conventions)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

 

_____ Student explained why they chose their story as their favorite over the other two stories. 

_____ Student related their favorite story to their personal life.

_____ Student related their favorite story to today’s contemporary world.

_____ Student explained why or why not their story could be analyzed using feminist criticism.

Grades

 

              Grades will be given to students, and because this unit is geared toward juniors and seniors it will be up to them to share their grades with their parents.  I will talk to any parents who contact me about their child’s grade.  I will hand back literature circle role sheets every Monday after the discussion was completed, along with their reflections.  I will hand back their speech rubrics after all students in the class have completed their speeches, and I will hand back the final essay rubric after all the essays have been read.  Students will know before the assessment how they will earn their grade.  Rubrics for their speech and essay will be handed out and discussed before the speech is given or the essay is written.  They will receive 10 points for each literature circle role sheet that is completed and turned in on time.  They will also receive 5 points for each literature circle reflection that they complete and turn in.