Gender in Poetry / Literature Lesson
Lesson Duration
mins
Rational: This is an introduction to the gender issues which were so prevalent in the Victorian era, and a backdrop to show why they still exist today and the harm they can inflict.
Syllabus Outcome: This part of the lesson helps meet outcome 1, or the ability to interpret meanings and themes within texts. By using abstract thinking processes, the students will make connections between the texts presented and show how they are, or are not related. According to the research, "A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure" (Board of Studies for NSW 2003 p 32).
Syllabus Content: This will help meet outcome 4, where "a student selects and uses languages forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning" (Board of Studies for NSW 2003 p 35).
Resources / Equipment: "Yellow Wallpaper" and the Reading Guide
Prior Knowledge: Understanding about gender roles and stereotypes.
Learning Outcome:
1. Understanding Gender stereotypes and how they are exposed through Literature.
2. Be able to engage and interpret texts.
3. Indentify literary elements.
Time:
1-15 min
16-45 min
46-60 min
Teaching Strategies:
1. The lesson will open with a discussion of confining roles in Victorian eras. This discussion will begin to define gender stereotypes and show how strong they were just a few hundred years ago.
a. The lesson will then move on to read Charlotte Perkins Gilman's "The Yellow Wallpaper."
2. The students will follow up this reading with an accompanying reading guide, which can be found attached.
3. In addition to this content, the end of the reading will feature a discussion of some important literary elements. The three forms or irony, dramatic, situational, and verbal, will be outlined and discussed as it is relevant to this work and other literature.
Class Organisation:
During the reading and discussion portions, the class will work as a whole. The reading guide would be an independent exercise.
Assessment Techniques:
In order to assess progress made by students, the marking criteria will make sure that the reading guide is filled out correctly, with answer responses being at least three sentences each. Finally, there will be a quiz on identifying the various forms of irony.
Evaluation and reflection
The first lesson will serve as an introduction to gender stereotyping and use Gilman's exciting short story to perk interest and show how negative stereotypes can be in terms of their impact on people's lives.
Lesson Title: Gender in Poetry / Literature Lesson 2
Lesson Duration
60 mins
Year: 9
Class: 9A
Room: 205A
Rational: This lesson will bring the concept of gender stereotypes to a more localized perspective.
Syllabus Outcome:
This is aimed to help meet outcome 2, which is the ability to create an argument or viewpoint and back it up using textual evidence from the poem.
Syllabus Content:
The later discussion about rhyme scheme and thematic elements is another element of outcome 4 -- looking at thematic structures and rhyme scheme to understand how language strategies impact meaning
Resources / Equipment: "The Woman" and "Last Lines"
Prior Knowledge: Understanding of gender stereotypes, and which specifically pertain to women.
Learning Outcome:
1. Read and interpret modern poetry in a way that students can then respond to with a cohesive argument.
2. Students will then have to craft an opinion-based argument that centers on a strong and cohesive thesis.
3. Continue learning about literary elements, specifically associated with poetry.
Time:
1-25 min
26-50 min
51-60 min
Teaching Strategies:
1. It will open with a reading of Australian Poet Mary Gilmore's "The Woman" and Emily Bronte's "Last Lines."
2. Next, students will be asked to write their own argumentative paragraph with a concise thesis answering the following: what stereotype is this a reaction to and why?
3. There will also be a discussion regarding the rhyme scheme and other thematic structures in the poem itself. Students will identify rhyme scheme and all metaphors and similes present in the poem in order to understand how they impact the overall meaning.
Class Organisation:
Once again the class will hold discussions together as a whole, but break off to do independent writing assignments.
Assessment Techniques:
The paragraph graded on presence of a thesis, three points, and textual evidence used in each of those three points.
Evaluation and reflection
This will open up the discussion about poetic elements, like rhyme scheme and use of metaphors to create interesting meanings and symbolism....
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