Lesson #9
RATIONALE Students have previously created reading summaries applying the Psychoanalytic lens, and they most recently created reading summaries for a work of academic non-fiction that identified the author’s main argument and a supporting detail for each passage. For this assignment, they will change their lens to a feminist perspective but complete similar reading summaries to the stories from the last unit to ensure that a. they fully read and comprehend the story and b. they understand how to view the story through the critical perspective. We will thus begin by using this lens on a story they have prior experience with to show how the same story can be interpreted differently using a different critical view. We will then work with Little Snow-White, a traditional fairy tale that has been used to socialize children into a patriarchal world-view for centuries. The messages in this tale are overt and it is thus a good introduction to the kinds of work they will be doing more independently with Little Red Riding Hood in their lit circles.
PROCEDURES
OPENER Students will be instructed to open the Unit 10 Vocab List on Edmodo. I will introduce the first five words, have students repeat the word and share the definition, and then set the timer for 5 minutes while students take the Vocab Do Now quiz on Edmodo.
BODY OF THE LESSON Students will then open their reading summaries for bell hooks’ “Patriarchy.” I will ask a student to read the second paragraph aloud, then I will read the student summary and comment on successes/areas for revision. We will do the same with summaries 3 and 4, only I will ask the class what they might edit about them and I will ask students to share their own summaries for these paragraphs. Depending on student work and response, I will give students time to finish and or revise their summaries this period. If time allows, I will begin this next part of the lesson (likely just the “Cat in the Rain” practice). If not, this will be saved for Tuesday: Students will be asked to open “Little Snow-White” on Edmodo (paper copies as needed). I will review how to use the feminist perspective to write a reading summary for fiction. I will share an example from Cat in the Rain that I wrote (PB), then students will be given a few minutes (timer set—3-5?) to write a summary for a second passage using the lens. I will circulate and check their work as they write. At the buzzer, I will ask students to share, then we will write one on the board together. I’ll then introduce the story of Snow White (very brief overview of the Brothers Grimm through the fem. lens). Students will view a few images of art related to Snow White that draws attention to the sexist beauty standards, self-judgment, female competition, domestic labor, and objectification of the story. We will look at the first passage together and write a summary together, and then students will work on the story for the remainder of class.
CLOSURE Students will be reminded to submit their work to Edmodo.
ACCOMODATIONS Students will work in individually and as a class. 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 in class will be recorded. Their summary practice work will be marked for completion, and their reading summaries will be marked according to the requirements. The Edmodo quiz will grade automatically according to their answers.
PERSONAL REFLECTIONS / NOTES
PROCEDURES
OPENER Students will be instructed to open the Unit 10 Vocab List on Edmodo. I will introduce the first five words, have students repeat the word and share the definition, and then set the timer for 5 minutes while students take the Vocab Do Now quiz on Edmodo.
BODY OF THE LESSON Students will then open their reading summaries for bell hooks’ “Patriarchy.” I will ask a student to read the second paragraph aloud, then I will read the student summary and comment on successes/areas for revision. We will do the same with summaries 3 and 4, only I will ask the class what they might edit about them and I will ask students to share their own summaries for these paragraphs. Depending on student work and response, I will give students time to finish and or revise their summaries this period. If time allows, I will begin this next part of the lesson (likely just the “Cat in the Rain” practice). If not, this will be saved for Tuesday: Students will be asked to open “Little Snow-White” on Edmodo (paper copies as needed). I will review how to use the feminist perspective to write a reading summary for fiction. I will share an example from Cat in the Rain that I wrote (PB), then students will be given a few minutes (timer set—3-5?) to write a summary for a second passage using the lens. I will circulate and check their work as they write. At the buzzer, I will ask students to share, then we will write one on the board together. I’ll then introduce the story of Snow White (very brief overview of the Brothers Grimm through the fem. lens). Students will view a few images of art related to Snow White that draws attention to the sexist beauty standards, self-judgment, female competition, domestic labor, and objectification of the story. We will look at the first passage together and write a summary together, and then students will work on the story for the remainder of class.
CLOSURE Students will be reminded to submit their work to Edmodo.
ACCOMODATIONS Students will work in individually and as a class. 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 in class will be recorded. Their summary practice work will be marked for completion, and their reading summaries will be marked according to the requirements. The Edmodo quiz will grade automatically according to their answers.
PERSONAL REFLECTIONS / NOTES