Lesson #20
RATIONALE Students have been analyzing and discussing COW in their lit circle groups for the last few class periods. They will be introduced to their essay assignment in this lesson so that they can translate their understanding of the story into a structured piece of textual analysis.
PROCEDURES
OPENER We will continue a class wide discussion that was started the day before on the story to ensure that everyone has a general understanding of the story to form the basis of their analysis. We discussed the concept of ambiguity the day before as a guiding force in Carter's story but I want to make sure that students do not take this idea to mean that any (unsupported) interpretation of the material is open to them. I will thus ask them to identify the equivalent major fairy tale characters in Carter's retelling of LRRH and record their answers on the board. We will discuss how she developed and changed these archetypes in her version and if/how she did so in a "feminist" way. We will also debate the ending-does she die? Do they sleep together? Why? I will then push them to discuss reasons that she might sleep with a man who has obviously cannibalized her grandmother and I will show them a possible interpretation of this plot line by drawing the concept of "generation" on the board. This is the idea that since she has reached puberty and is passing on to the next stage of life, her grandmother must pass on as well to make room for her mother to occupy this space in the archetypal cycle (something I discussed with one group the day before but not the class as a whole).
BODY OF THE LESSON The body of the lesson will be devoted to reviewing the essay assignment. I will introduce the focusing questions for each body paragraph and ask students to read my examples and suggest their own answers to these questions using the materials provided (Maslow's hierarchy of needs and my feminist perspective chart). They will then be given the remaining class time to fill out the outline provided to them, beginning with drafting topic sentences making their claims in answer to the questions I posed.
CLOSURE I will circulate and check on students work to make sure they understand how to use the outline graphic organizer and are choosing sufficient items off Maslow's pyramid for their essay (because they are taking a feminist stance, I am encouraging them to identify her higher level desires, above basic physical and security needs).
ACCOMODATIONS Students will work as a full class and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Student participation points will be marked this period. I do not intend to grade their outline but rather intended it as an organizing tool for their essay.
PERSONAL REFLECTIONS / NOTES
PROCEDURES
OPENER We will continue a class wide discussion that was started the day before on the story to ensure that everyone has a general understanding of the story to form the basis of their analysis. We discussed the concept of ambiguity the day before as a guiding force in Carter's story but I want to make sure that students do not take this idea to mean that any (unsupported) interpretation of the material is open to them. I will thus ask them to identify the equivalent major fairy tale characters in Carter's retelling of LRRH and record their answers on the board. We will discuss how she developed and changed these archetypes in her version and if/how she did so in a "feminist" way. We will also debate the ending-does she die? Do they sleep together? Why? I will then push them to discuss reasons that she might sleep with a man who has obviously cannibalized her grandmother and I will show them a possible interpretation of this plot line by drawing the concept of "generation" on the board. This is the idea that since she has reached puberty and is passing on to the next stage of life, her grandmother must pass on as well to make room for her mother to occupy this space in the archetypal cycle (something I discussed with one group the day before but not the class as a whole).
BODY OF THE LESSON The body of the lesson will be devoted to reviewing the essay assignment. I will introduce the focusing questions for each body paragraph and ask students to read my examples and suggest their own answers to these questions using the materials provided (Maslow's hierarchy of needs and my feminist perspective chart). They will then be given the remaining class time to fill out the outline provided to them, beginning with drafting topic sentences making their claims in answer to the questions I posed.
CLOSURE I will circulate and check on students work to make sure they understand how to use the outline graphic organizer and are choosing sufficient items off Maslow's pyramid for their essay (because they are taking a feminist stance, I am encouraging them to identify her higher level desires, above basic physical and security needs).
ACCOMODATIONS Students will work as a full class and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Student participation points will be marked this period. I do not intend to grade their outline but rather intended it as an organizing tool for their essay.
PERSONAL REFLECTIONS / NOTES