American Literature, Quarter 2, Unit 3 of 3 Changing Roles of Women. Overview. (1 day = minutes)

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1 American Literature, Quarter 2, Unit 3 of 3 Changing Roles of Women Overall days: 10 (1 day = minutes) Overview Purpose As a continuation of a chronological approach to American Literature, this unit introduces students to historical, social, and cultural forces affecting women at the turn of the century. Overall, the three units in Quarter 2 mark the literary movements from Romanticism toward Realism. However, this unit will place more emphasis on the social impact rather than the literary impact of the works studied. Students will consider both nonfiction and fictional works about women of the time and make connections to the ongoing and contemporary views on the roles and rights of women. Additionally, students will build on the previous unit and note similarities and differences with other marginalized groups in American culture and literature, most notably African Americans. Students will read the novel, The Awakening, and selections from the anthology and maintain a reader response journal. At the end of the unit, students will write an informational essay that demonstrates their own developing understanding of the topic/content studied. Content to be learned Explore the historical, social, and cultural forces facing women in the selected text. Evaluate the use of rhetoric in selected text. Analyze a character s internal and external conflicts. Compare the roles of women and men in the 19th and 21st centuries. Processes to be learned and used Apply background knowledge and knowledge gained from reading selected texts to discussions and writings. Evaluate the effectiveness of a writer s style and develop arguments during reading, after reading, and in discussion. Explore through reading, writing, and discussion the impact of internal and external conflicts on a character. Produce a product that explores the dimensions of gender roles. Essential questions students should be able to answer by end of unit What do you make of the gender roles in American society today? How were women perceived in the 19th century as opposed to now? Why were actions taken to put women on equal footing with men? Why might people have to make lifestyle adjustments when they get married then and now? In modern times, do women have the same rights as men? Providence Public Schools, in collaboration with the D-49

2 American Literature, Quarter 2, Unit 3 Changing Roles of Women (10 days) Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Key Ideas and Details RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Integration of Knowledge and Ideas RL Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics Reading Standards for Informational Text Key Ideas and Details RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure RI Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. D-50 Providence Public Schools, in collaboration with the

3 Changing Roles of Women (10 days) American Literature, Quarter 2, Unit 3 Integration of Knowledge and Ideas RI Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes and rhetorical features. Writing Text Types and Purposes W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Production and Distribution of Writing W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (This writing standard is to be covered as technology access allows) Speaking and Listening Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Providence Public Schools, in collaboration with the D-51

4 American Literature, Quarter 2, Unit 3 Changing Roles of Women (10 days) d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Language Vocabulary Acquisition and Use L Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Notes, Clarifications, and Prerequisites In this unit, students will read several texts to identify central historical, social, and cultural themes related to issues facing women of the 19th century. New to this grade level, students will be expected to use their understanding of theme to examine how two or more central themes interact and build on one another to produce a complex account. Expectations for students to cite strong textual evidence, including where a text leaves matters uncertain, are more rigorous at this grade span. Also new to the grade span is the focus on the impact of the author s choices regarding how to develop and relate elements of a story (plot, character, setting, theme), as well as the impact of author s choice of language and structure. The rigor of these expectations will require explicit teaching, modeling, and scaffolding to support all students mastery of the content. This is a very short unit, so the instructional plan needs to be very intentional. Students will consider two works of nonfiction and two works of fiction, all related to the same themes, topics, and purposes, and they will analyze the effect, value, and impact of them on society, culture, history, and literature. Emphasis in the nonfiction works is placed on the effectiveness of argumentative claims and reasoning. Emphasis in the fictional works is placed on the author s choices about character conflict and ultimate resolution. D-52 Providence Public Schools, in collaboration with the

5 Changing Roles of Women (10 days) American Literature, Quarter 2, Unit 3 The writing in this unit is based on CCSS W for informational/explanatory writing, particularly indicators a and b. The writing in this unit does not require writing process (nor does time allow for extended writing support). The instructional plan for using formative assessments to support students as they approach the final product is built into the plan/delivery of the unit. The Speaking and Listening standards identified are in every unit, as daily effective classroom discussion is expected. The Language standards identified also appear regularly, as daily embedded vocabulary instruction is expected. Taught Curriculum Learning Objectives Students will be able to: Understand and apply background knowledge about historical, social, and cultural forces facing women of the time when reading, interpreting, and analyzing selected works. Evaluate the effectiveness of both Fuller s and Truth s arguments and use of rhetoric in their respective works during reading, after reading, and in discussion. Analyze the impact of Chopin s choices for how the main character is introduced and developed in The Story of An Hour and The Awakening, with particular attention to the main character s internal and external conflict, during reading, after reading, and in discussion. Analyze the impact of Chopin s choices for how the action is ordered and unfolds in both The Story of An Hour and The Awakening, with particular attention to the resolution and ending, during reading, after reading and in discussion. Write a brief informational essay that examines the complexity of gender roles in American society. Resources Literature: American Literature, Glencoe McGraw-Hill, 2009 Before You Read from Woman in the Nineteenth Century (pp ) From Woman in the Nineteenth Century by Margaret Fuller (pp ) After You Read (p. 209) Before You Read And Ain t I a Woman? Address to the Ohio Women s Rights Convention, 1851 (pp ) And Ain t I a Woman? Address to the Ohio Women s Rights Convention, 1851 by Sojourner Truth (p. 370) After You Read (p. 371) Before You Read The Story of an Hour (pp ) The Story of an Hour by Kate Chopin (pp ) After You Read (p. 556) The Awakening, by Kate Chopin, Avon Books Additional Resource to Consider The film Titanic Providence Public Schools, in collaboration with the D-53

6 American Literature, Quarter 2, Unit 3 Changing Roles of Women (10 days) Instructional Considerations Key Vocabulary argument dependence/independence external/internal conflict feminism liberation/liberty oratory race/class/gender repression/suppression/ depression revolution summarize thesis Vocabulary from the Unit Texts Woman in the Nineteenth Century : ludicrous, commensurate, arbitrary, lot, reverence thesis, summarize And Ain t I A Woman? Address to the Ohio Women s Rights Convention, 1851 : racket, borne, oblige oratory, argument The Story of An Hour : elusive, tumultuously, exalted, perception, persistence conflict, background knowledge Planning and Instructional Delivery Considerations As a continuation of a chronological approach to American Literature, this unit introduces students to historical, social, and cultural forces affecting women at the turn of the century. Overall, the three units in Quarter 2 mark the literary movements from Romanticism toward Realism. However, this unit will place more emphasis on the social impact rather than the literary impact of the works studied. Students will consider both nonfiction and fictional works about women of the time and make connections to the ongoing and contemporary views on the roles and rights of women. Additionally, students will build on the previous unit and note similarities and differences with other marginalized groups in American culture and literature, most notably African Americans. Students will read the novel, The Awakening, and selections from the anthology and maintain a reader response journal. At the end of the unit, students will write an informational essay that demonstrates their own developing understanding of the topic/content studied. BEGINNING of the unit (1 day) Introduce the unit Learning Objectives, Essential Questions, and Summative Assessment (final product), the informational essay. Set up the reader response journals and expectations for entries marginal notes, graphic organizers, reflective writing, quickwrites and continue entries throughout the unit on related authors and works (formative assessments). Because this unit is so short, the first two readings (as informational texts) will serve to build background knowledge as well as provide examples of literary rhetoric connected to the early women s movement. Additionally, you will activate, clarify, and build prior knowledge about the historical, social, and cultural contexts by using the Before You Read sections of each text, including Connect, Build Background, and Set Purposes for Reading. D-54 Providence Public Schools, in collaboration with the

7 Changing Roles of Women (10 days) American Literature, Quarter 2, Unit 3 Introduce and distribute The Awakening and prepare reading chunks that will pace the reading over the entire 10 days of the unit, utilizing both in-class and out-of-class reading. MIDDLE of the unit (7 days) Chunk the reading in logical sequence and pace: Fuller (2 days), Truth (1 day), Chopin (2 days). Incorporate three days (not necessarily consecutively) for in-class reading/discussion/check-in days for The Awakening. You might consider chunking the chapters 1-13, 14-26, The outside reading will be very difficult for many/most of the students. It is important that the three days of in-class support provide scaffolds for students to access the general plot but focus more on the conflict of the main character. You may want to provide general plot summary of chunks in the opening of lessons and transition to small-group and whole-class conversation on specific lines. Lifting key excerpts (from the chapter chunks) for close reading on these three days will be necessary. Leverage the Essential Questions throughout the readings in order to stimulate student thought, inquiry, and questioning and to engage, motivate, and deepen understanding before, during, and after reading. Facilitate effective use of before-, during-, and after-reading tools, including reader response journals, notebooks, graphic organizers, foldables, etc. Use the Before You Read Literature and Reading Preview sections to connect, build background, and set purposes for reading that emphasize the big idea, literary element, and reading strategy. Model reading comprehension through strategic and periodic use of the Read Aloud/Think Aloud classroom discussion (RA/TA-CD) teaching strategy. It is helpful to use the purposeful highlighting and related wraparound supports in the Teacher Edition to assist your RA/TA. It is also helpful to use the questions in the After You Read Respond and Think Critically sections to sustain and deepen classroom discussion. Students should be actively engaged in reading along and should use sticky notes or a notebook to record their thoughts during reading. Identify key vocabulary and vocabulary from the unit texts and briefly introduce before the reading. Note the vocabulary words from the unit texts when they are encountered during reading, and then model and encourage use of both key and unit text vocabulary after reading when discussing or writing. (This is part of the RA/TA-CD teaching strategy.) Facilitate effective whole-group and small-group student discussions about the themes/authors/works through coaching, cueing, and prompting. Routinely use the questions in the After You Read Respond and Think Critically sections as well as the Essential Questions to sustain and deepen classroom discussion. Use formative assessments that lead to the development of the necessary content and skills required for the final summative assessment in this case, the formative assessments should provide opportunities for students to examine the complexity of gender roles in American society and to collect facts, details, and information from each of the selections that they can incorporate into their final product. END of the unit (2 days) Provide two days of in-class time for students to draft and revise their final product, the informational essay. This is not a full support of the writing process, but rather an abbreviated one Providence Public Schools, in collaboration with the D-55

8 American Literature, Quarter 2, Unit 3 Changing Roles of Women (10 days) Direct students to review the facts, details, and information they have collected in their reader response journal/graphic organizers. They will select from these notes to develop their ideas about the assigned topic/content and write their essay. Remember that the focus of the essay is only on the first two indicators of the CCSS for informational/explanatory writing. Revisit the Learning Objectives and Essential Questions, as they culminate in the Summative Assessment. Formative Assessments Select from the following formative assessments: Assessed Curriculum Maintain a reader response journal for during- and after reading-activities (marginal notes, graphic organizers, reflective writing, quickwrites), with a focus on gathering facts, details, and information from each reading to explore briefly through informal writing. Later, students will select from among these to incorporate into their final essay. Answer the After You Read questions for Literary Element Thesis and Reading Strategy, Summarize a Response for Woman in the Nineteenth Century (Glencoe, p. 209). Answers to the questions are found in the Teacher Edition on the same page as the questions. Students can work independently, in pairs, or in small groups. Students should enter this in their reader response journals and can complete for homework as needed. Use Literary Elements Transparency 37 Essay or Transparency 10 Appeals to Logic to capture the thesis and key points of the essay. Complete homework for independent practice: After You Read 8 on page 209. As quick opening (do now) of the next day s lesson, have students briefly exchange their ideas in pair-share. Answer the After You Read questions for Literary Element Oratory and Reading Strategy, Evaluate Argument for And Ain t I A Woman? Address to Ohio Women s Rights Convention, 1851 (Glencoe, p. 371). Answers to the questions are found in the Teacher Edition on the same page as the questions. Students can work independently, in pairs, or in small groups. Students should enter this in their reader response journals and can complete for homework as needed. Use Literary Elements Transparency 12 Argument or Transparency 72 Oratory (or the 3-column chart on page 369) to capture argument claims, reasoning, and effectiveness. Complete homework for independent practice: Connect to Today 7 on page 371. As a quick opening (do now) of the next day s lesson, have students briefly exchange their ideas in pair-share. (In more recent news, the rights of gay and lesbian Americans are being debated, challenged, and defended. You may want students to consider this group as marginalized today.) Answer the After You Read questions for Literary Element Conflict and Reading Strategy, Apply Background Knowledge for The Story of An Hour (Glencoe, p. 556). Answers to the questions are found in the Teacher Edition on the same page as the questions. Students can work independently, in pairs or in small groups. Students should enter this in their reader response journals and can complete for homework as needed. Use Literary Elements Transparency 22 Conflict (or some other graphic organizer) to capture ideas about conflict. Complete homework for independent practice: Writing Write an Interior Monologue (Glencoe p. 556). As a quick opening (do now) of the next day s lesson, have students briefly exchange their ideas in pair-share. D-56 Providence Public Schools, in collaboration with the

9 Changing Roles of Women (10 days) American Literature, Quarter 2, Unit 3 Complete short responses to reading of and discussion about The Awakening. Select specific excerpts for close reading and response. Students should enter responses in their reader response journals. Respond to the following prompt in reader response journals: What do you make of the endings in both works by Chopin? What impact do these endings have on the overall meaning and power of the works? Summative Assessment Give students the following assignment: Write a brief informational essay that examines the complexity of gender roles in America as illustrated in the works from this unit as well as in Kindred. Some ideas to consider: Time 1800s, 1976 (setting in Kindred), and present day Race and class Male/female, husband/wife, master/slave The impact of the informational readings (Fuller, Truth) as compared to the impact of the narrative readings (Chopin, Butler) Be sure to select relevant facts, details, and information from the readings to develop your ideas. Use the Common Core State Standard W for informative/explanatory writing as the basis for developing criteria and a scoring rubric, with particular attention to indicators a and b. W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. Providence Public Schools, in collaboration with the D-57

10 American Literature, Quarter 2, Unit 3 Changing Roles of Women (10 days) Notes D-58 Providence Public Schools, in collaboration with the