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Revised Lessons 1-5: Lesson 1: Introducing Gender and Identity Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Lesson Goals/Objectives: 1. Students will define “gender” and “identity” in order to form a thorough understanding of the concepts as we progress through the unit. 2. Students will complete an introductory handout on gender in order to determine what they already know about gender and identity. 3. Students will complete a timeline of American history in order to understand how the literature we’re reading fits into broader societal events. 4. Students will independently read “The Speech of Polly Baker” in order to determine how/if gender shaped identity in early America. Standards: ·W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ·W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ·RL.11-12.4. 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. ·RL.11-12.9. 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. ·RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Rationale: This lesson focuses on the background skills and information students will need in order to be active participants in this unit. Students will attempt to define gender and identity, as these concepts are crucial to understanding the literature we’ll be reading during the unit. Students will be informed of why we’re completing this unit as well as given the opportunity to discuss any concerns they have with participating in order to make the unit relevant and accessible to students. Materials: -post its -bodies -voices -dictionaries -computer -20 unit rationale/expectations sheets -20 handouts (An Introduction to Gender and Identity) -20 reading comprehension check sheets for “The Speech of Polly Baker” Activities: -Pass out unit rationale/expectations sheet and discuss student concerns with the unit (5 minutes) -Students will complete the handout titled “An Introduction to Gender and Identity” in pairs, using dictionaries. When partner pairs are finished, we will discuss the handout as a class and attempt to come to a class consensus on the meanings of “gender” and “identity.” (20 minutes) -Pass out post its to students. -Timeline- on the board will be a timeline with only the dates (not the phrases in parentheses- they’re there for my personal reference, and students aren’t limited to just these events.) 1776 (Declaration of Independence), 1783 (Revolutionary War Ends), 1860s (Civil War), 1901 (Victorian Era ends- Queen Victoria dies), 1914 (World War 1 begins), 1930s (Great Depression), 1940s (World War 2), 1950s (beginnings of Cold War, Korean War, Economic Prosperity), 1960s (social revolution). Ask students to write down an important event in American history on their post it and place it on the timeline. After placing the event, the student should say a sentence or two describing the event and its importance to American history. Ask one student to act as “verifier” by verifying each event’s date on the internet. Ask students if they can provide more important events and rough dates. (10 minutes) -On the timeline, place the titles and authors of the works we’ll be studying among the important events in American history (use a different chalk color to differentiate events from literature). Explain that we’re starting at early American literature and working our way to the present so that we can examine changes and our big questions during different time periods. (5 minutes) -Ask students to respond to the following prompt in their writing journal (a separate section of their notebook): Have expectations of men and women changed over time in America? If so, how? Give examples from literature, history, and/or personal experience. (10 minutes) Closure: Assign homework (read “The Speech of Polly Baker” by Benjamin Franklin and complete the reading comprehension check worksheet). Ask students to write down their name and one thing they learned during class as a “pass out the door.” Collect their answers. (5 minutes) Assessment: I will assess students’ previous knowledge of gender, identity, and American history by reviewing the “Introduction to Gender and Identity” handouts and students’ post-it placement on the timeline.

Lesson 2: The Speech of Polly Baker Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Lesson Goals/Objectives: 1. Students will discuss “The Speech of Polly Baker” in order to examine expectations of men and women in 1747, how Polly’s identity is influenced by her womanhood, and how modern perceptions of identity formation compare and contrast with Polly’s experiences. 2. Students will correctly cite textual evidence from “The Speech of Polly Baker” in order to practice supporting their claims with evidence as well as learn/review MLA formatting skills. 3. Students will analyze Franklin’s tone and word choice in “The Speech of Polly Baker” in order to examine how the text would have been received in 1747. Standards: ·W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes ·RL.11-12.1. 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.11-12.4. 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. ·RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ·RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Rationale: This lesson is crucial to the unit, as it begins our study of gender roles in literature. Class discussion is a good way to work with “The Speech of Polly Baker,” because students can form their own opinions about how or if gender affects a character’s identity, which is more lasting and powerful than simply being told how gender affects the character. Also, I want students to feel comfortable talking about potentially uncomfortable topics like sexism in contemporary society later on, and I think class discussion about the expectations of men and women in early American is distant enough from most students’ daily thoughts to make the first class discussion comfortable. Hopefully, this sense of comfort will carry on to later discussions. Although “The Speech of Polly Baker” is somewhat crude, it is intentionally so, and it is important for students to evaluate Franklin’s word usage (however crude it may be) and the impact it has on the speech. Materials: -computers -bodies -voices Activities: -Collect reading comprehension check for “The Speech of Polly Baker.” -Historical overview of “The Speech of Polly Baker.” Explain the piece’s context, and remind the class where it falls on the timeline. Ask students to write in their journal why they think Benjamin Franklin would write such a weird text (5 minutes) -Class discussion- Ask for/call on volunteers to share their theories behind “The Speech of Polly Baker.” During the conversation, facilitate discussion and pose the following questions: (30 minutes) 1. How did this “speech” make you feel? Why do you think that is? 2. Why would Benjamin Franklin write from a woman’s point of view in 1747? 3. What is expected of men in 1747? What is expected of women? 4. How is Polly’s identity influenced by being a woman? 5. How would Polly’s life be different if she were a man? 6. How are the gender roles in “The Speech of Polly Baker” similar to and different than today’s gender roles? -Character analysis of Polly Baker- Ask students to take what they’ve learned about Polly’s identity during the discussion to make a list of traits that describe Polly. Students must support each trait with textual evidence from “The Speech of Polly Baker” in MLA format. Review how to do internal citations and quotations on the board. When students are finished, collect their lists. (10 minutes) -Placing Polly in history- ask students to respond in their journals to the following prompt: Look at Franklin’s word choice and tone. Would Polly have “fit in” in 1747? Why or why not? How do you think people in 1747 responded to this “speech,” and why? Cite from the text. (5 minutes) Closure: Going around the circle, each person should volunteer a one or two word response to the question “What’s one aspect of Polly’s identity?” Assign homework (find a poem written from around 1800-1850 and write a paragraph about the narrator, his or her identity, and how you believe they formed that identity. Cite from the poem.) Assessment: Review the reading comprehension checks to determine if students understood the speech. During class discussion, I will know students are learning if they are actively participating, agreeing/disagreeing with their peers, and forming solid arguments about gender, identity, and the character of Polly. Read list of traits and citations to determine if more practice with MLA format is needed.

Lesson 3: Gender and identity in America in the early 1800s Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Lesson Goals/Objectives: 1. Students will independently find and discuss poems from around 1800-1850 in order to practice independently analyzing literature. 2. Students will compare gender roles in the poems to gender roles in “The Speech of Polly Baker” and gender roles today in order to see how perceptions of gender have changed over time. Standards: ·W.11-12.2. 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. ·W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes ·RL.11-12.9. 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. ·RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Rationale: I want students to find their own poems for this lesson because it allows them to choose something that connects with their interests, increasing relevancy for students. Also, picking different poems enables groups to form a more thorough picture of gender roles in the early to mid 1800s. By writing a paragraph about the poem for homework and then sharing their findings with the group, more introverted students have a chance to figure out what they want to say before they have to say it. The journal entry is important to the students’ understanding of gender roles in the early to mid 1800s because it asks them to fully envision living in 1800-1850 and compare and contrast that life to their lives today. Materials: -bodies -voices -20 slips of paper with the phrase “I expect to see _ about gender or identity when I read “The Yellow Wallpaper, because _.” Activities: -Place students in groups of four. Have them share the poem they found for homework with their group. Encourage students to not only read the poem but also the paragraph they wrote about the poem. When everyone has finished reading, ask groups to prepare a presentation that theorizes about life in the early to mid 1800s. Students should: 1. Compare gender roles in “The Speech of Polly Baker” to gender roles in the poems to see what has changed and what has stayed the same from 1747 to the early 1800s. 2. Compare gender roles in the poems to today’s gender roles. Students should then present their findings to the class (40 minutes) -Journal writing- Ask students to respond to the prompt “You go back in time to 1800-1850. How is your life different? How do others perceive you? What is expected of you? Why? How do you think of yourself in 1800-1850?” Ask students to share parts of their entries with shoulder partners (10 minutes) Closure: Collect poems and paragraphs (last night’s homework), assign homework (read the first half of “The Yellow Wallpaper.” It ends with “I wish John would take me away from here.”), and ask students to complete the prediction “I expect to see ___ about gender or identity when I read “The Yellow Wallpaper,” because__ ” on a slip of paper. Collect slips as students walk out the door (5 minutes) Assessment: Circulate during group work to see how students responded to the open-ended homework assignment. I will know students are learning if I see that they have completed the poem hunt and paragraph, if they confidently share their findings with their group, and if their findings accurately reflect life from 1800-1850. Homework will be collected and checked to ensure student accuracy.

Lesson 4: Gender and Identity in “The Yellow Wallpaper” Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Lesson Goals/Objectives: 1. Students will discuss “The Yellow Wallpaper” in order to examine masculinity, femininity, identity formation, and gender roles in late Victorian America. 2. Students will write a letter from Polly Baker to the narrator of “The Yellow Wallpaper” in order to compare and contrast gender and identity formation from 1747 to the late Victorian era. 3. Students will correctly cite textual evidence from “The Speech of Polly Baker” and “The Yellow Wallpaper” in order to practice supporting their claims with evidence as well as learn/review MLA formatting skills. Standards: ·RL.11-12.1. 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. ·W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ·W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ·W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ·W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes ·RL.11-12.9. 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. ·RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Rationale: The lesson starts off with a history/literature review to keep concepts fresh in students’ minds. Class discussion is an effective way to handle “The Yellow Wallpaper” because it is often a deliberately ambiguous text, and it can be viewed from several ways. Students can form their own analyses of “The Yellow Wallpaper” by synthesizing their beliefs with peer analyses heard during discussion. The “From Polly to Narrator” assignment is valuable because it asks students to synthesize their knowledge of “Polly Baker” and “The Yellow Wallpaper” to form a complex view of how gender roles and identity formation change over time. Materials: -bodies -voices Activities: -Review the timeline of American history from 1747 (discuss/review “Polly Baker” here) to 1900. Ask class to review time period from 1800-1850 and their findings from their work yesterday. Review concepts of “gender” and “identity.” (5 minutes) -Class discussion on “The Yellow Wallpaper”- begin by asking if anyone had any questions about the text. Have students help other students clear up plot or vocabulary first. Then, ask the following questions at some point during the discussion: (30 minutes) 1. Why is the narrator “sick?” 2. How is her life different than a woman’s life today? 3. How do you feel about John? 4. How would John’s life be different today? 5. How would the narrator’s life be different if she were a man? 6. How is the narrator feminine? How is she masculine? -From Polly to Narrator- independently, students will write a letter from Polly Baker to the narrator of “The Yellow Wallpaper.” In the letter, students should give the narrator advice on what to do to start feeling better. Students should cite from both “The Speech of Polly Baker” and “The Yellow Wallpaper.” When finished writing, students should share their letters with their shoulder partners. Collect the letters (15 minutes). Closure: Assign homework (Predict how “The Yellow Wallpaper will end. Then, finish “The Yellow Wallpaper.” Write a paragraph about how your predictions matched or did not match the story’s ending). Going around the discussion circle, each student should respond to “describe the narrator of ‘The Yellow Wallpaper’ in one or two words.” (5 minutes) Assessment: I will know students are learning by listening to their input during discussion. Students should theorize using textual evidence by providing examples from literature to support their claims. I will also know if students have a clear concept of changing gender roles and identity formation by reading their “From Polly to Narrator” letters. Students’ letters should convey that Polly Baker is a woman who overtly challenges her society’s notions about gender and identity, while the narrator of “The Yellow Wallpaper” covertly challenges these notions. Lesson 5: Gender, Identity, and Kate Chopin Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Lesson Goals/Objectives: 1. Students will compare the narrator of “The Yellow Wallpaper” to men in the 1890s and men and women today in order to determine what it means to be male or female, masculine or feminine in the 1890s, and determine how and to what extent gender shaped identity through different time periods in American history. 2. Students will complete a web quest on Kate Chopin in order to draw conclusions about her writing and her identity. 3. Students will complete Venn diagrams about characters from different stories in order to compare and contrast how perceptions of gender have changed over time and how characters form their identities. Standards: ·RL.11-12.1. 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.11-12.4. 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.11-12.5. 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. ·RL.11-12.9. 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. ·RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Rationale: This lesson focuses mainly on getting to know Kate Chopin as a person and a writer. It is important for students to have this background information so that they can accurately place her in the past as well as see how Chopin’s society affected her writing and sense of identity. I chose to start the lesson with wrapping up “The Yellow Wallpaper” because 1) it’s good review, and 2) I think that “The Yellow Wallpaper,” The Awakening, and “The Story of an Hour” can all effectively illustrate how different characters (and authors) deal with the concepts of identity formation and gender during roughly the same time period. I chose the web quest format so that students aren’t just sitting and taking notes. Instead, they’re active participating by having to construct their own knowledge of Chopin. The Venn diagrams assigned for home will help students compare and contrast characters from different works, which will help students for their final assessment. Materials: -computers -bodies -voices -email to students containing Kate Chopin web quest sheet (email prior to class) Activities: - Discuss last night’s homework and the end of “The Yellow Wallpaper.” Ask students how/if their predictions matched the story’s ending. Ask students their opinions of the narrator’s sanity, situation, and how her life would be different as a man or as a woman today. Collect homework. (10 minutes) -Transition to the works of Kate Chopin. Explain that we’ll be reading excerpts from The Awakening and a short story (“The Story of an Hour”). Explain that it is important to understand Chopin before reading her works, so we’ll be doing a web quest about her life. Have students log on to computers and open their school email. The “Kate Chopin Webquest” should be in their inboxes. Ask students to complete the web quest questions independently. Pass out hard copies of “The Story of an Hour.” If students finish early, they may start reading The Awakening. (30 minutes). -When all students have emailed their web quests back to me, we will discuss the questions about Chopin and “The Story of an Hour” together as a class. (10 minutes) Closure: In a discussion circle, ask students to name a person from contemporary society who reminds them of Chopin, and briefly explain why they chose that person. Assign homework (Make a three part Venn diagram comparing and contrasting Polly Baker, the narrator of “The Yellow Wallpaper,” and Louise Mallard. Make a two part Venn diagram comparing and contrasting John from “The Yellow Wallpaper” and Mr. Mallard. Cite textual evidence). (5 minutes) Assessment: I will know students are learning during the discussion of “The Yellow Wallpaper” if they participate and support their beliefs about the narrator’s situation, sanity, and hypothetical life as a man or in today’s society with textual evidence. I will know what students learned about Kate Chopin from the web quests they email back to me. Answers should be varied but supported with textual evidence when necessary.

Unit Rationale and Expectations Sheet Unit Topic: Gender and Identity in American Literature Big Questions: 1. What does it mean to be male or female, masculine or feminine? 2. How and to what extent has gender shaped identity through different time periods in American history? 3. How have perceptions of gender changed over time? Texts: 1. “The Speech of Polly Baker” (1747), Benjamin Franklin 2. “The Yellow Wallpaper” (1892), Charlotte Perkins Gillman 3. “The Story of an Hour” (1894), Kate Chopin 4. The Awakening (1899), Kate Chopin 5. “The Short Happy Life of Francis Macomber” (1936), Ernest Hemingway 6. “The Man Who Was Almost a Man” (1961), Richard Wright Rationale: Before you even came into this world, people knew a few things about: what you might look like, what your name might be, and whether you were going to be a boy or a girl. From birth on, nearly everything in our lives is split into “girl things” and “boy things,” from toys to colors to jobs. One gender is learned and we begin to behave in “masculine” or “feminine” ways, gender becomes an integral part of our identities. This unit is important to your development as a student and as a person, because it asks you to consider just how much of an effect gender has had on your identity as well as the identity of characters in American literature. We’ll be studying the texts listed above in chronological order so that we may see how/if gender has affected identity through different time periods. Since the short stories only cover up to about 1960, we’ll also be studying advertisements, parts of TV shows, and poems to tell us more about the process of identity formation in American culture. Expectations: As students, you are expected to complete all assignments to the best of your abilities and turn them in on time (late work will only be accepted with a documented valid excuse, like sickness, family emergencies, etc). You are also expected and strongly encouraged to ask me or your peers for help with things you don’t understand completely. You can expect me to return your work in a timely fashion and make time to talk with you individually about material you don’t quite get yet. Since it isn’t always easy to feel comfortable talking about your identity, you aren’t required in any way to share anything personal with others. However, I would ask you to consider sharing personal examples so that we may learn more about you as an individual and maybe find some common ground. To encourage everyone to be involved in this unit, we need to make sure that all interaction in the classroom is respectful. We may disagree during discussion, and disagreement makes for good discussion, but only if disagreements are voiced in a constructive and polite way. Our classroom is a safe space for opinions and discussion, and every member of our learning community deserves to feel respected and valued. You can expect me to treat everyone with respect, and I expect the same of you. I look forward to learning together during this challenging and rewarding unit!

An Introduction to Gender and Identity

1. In your own words, what is gender?

2. In your own words, what is identity?

3. How do people form their identity?

Get a dictionary.

1. What’s the definition of gender?

2. What’s the definition of identity?

3. Do you agree with these definitions? Why or why not?

“The Speech of Polly Baker” Reading Comprehension Instructions: Answer the following questions. Cite textual evidence for support.

1. Why is Polly in court? What is her crime?

2. Why does Polly say that the charges against her are unfair?

3. What is the tone of this speech?

4. What does Polly think of herself? How did she form her identity?

5. What does Polly say about gender roles in 1747? Kate Chopin Webquest Email Instructions: Use the following links to independently complete the following questions about Kate Chopin.

http://www.pbs.org/katechopin/chronology.html

1. Use the information you found on the timeline to describe Kate Chopin’s life. 2. How was Kate Chopin’s writing received when she published it?

http://www.katechopin.org/

1. Which of the quotations by Kate Chopin on this website seems most important to you? Why?

http://public.wsu.edu/~campbelld/amlit/chopin.htm

1. Click on “Reading Questions for ‘The Story of an Hour.’” Read “The Story of an Hour” and answer questions 1, 4-10. Copy and paste the questions and your answers onto this sheet. Remember to cite textual evidence! When you are finished, email this file back to me with your answers.