Digital Unit Plan Template Unit Title: "Image of Women During the End of the 19th Century (The

Name: Erica Soriano

Awakening)"

Content Area: English Language Arts

CA Content Standard(s)/Common Core Standard(s):

Grade Level: 10

Reading Standards for Literature 9-10, #2 & #3 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. and Speaking and Listening Standards 9-10, 1. a., d. 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 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. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify

their own views and understanding and make new connections in light of the evidence and reasoning presented.
Big Ideas: Edna Pontelliers conflicting feelings about her role a wife and mother. Ednas attempts to create an independent life and identity for herself, going against cultural norms. How Edna compares to Adle Ratignolle (the perfect example of a mother-woman). Ednas distant relationships with others, even with her own children. Ednas society follows patriarch norms, where female independent is seldom seen and women are expected to be mother -women. Ednas feelings of isolation and loss of hope. Use textual evidence to support a claim or argument in a discussion.

Unit Goals and Objectives: 1. When completing reading chapter 34, students are able to distinguish the differences in mothering between Edna Pontellier and Adle Ratignolle, and support their claims with four quotes of textual evidence. 2. When working in small groups in the middle of the novel, students are able to collect fifteen examples from the text that represent Ednas attempt at creating an independent life and identity for herself. 3. At the completion of the novel students are able to write a three to four page essay discussing at least three relationships Edna Pontellier has in her life, and discuss the quality of these relationship, and discuss the quality of these relationship, and what emotions these individuals evoke in Edna. Students are to use 12 or more quotes from the novel when discussing each relationship to support their claims. Unit Summary:
This Unit is geared for English students in grade ten. In sum, students will be reading the novel "The Awakening" while gathering textual evidence, exercising critical analysis, working collaboratively with their peers, presenting to the class, formulating claims, using textual evidence as support, and creating written and visual works that represent and apply what theyve learned. Students will research societal expectations, perceived gender norms, and marital expectations at the end of the Nineteenth Century. As a result, students will gain a deeper understanding of what it meant to be a female in the main characters time, which wi ll aid in better comprehension of the novel and the main character. They will critically analyze Ednas development (the main complex character) through the course of the novel, her relationships and interactions with other characters, and how these relationships effected her, thus adding to the theme of her emotional turmoil.

Assessment Plan: Entry-Level:

Quick Write: What do you know (or can guess) about gender norms and expectations for men and women between the 1800s and the 1900s?

Formative:
Quiz: Ednas actions. Testing knowledge on her conventional and nonconventional choices. Ranking: Ednas relationships.

Summative:
Infographic: On one individuals Edna has a relationship with in the novel and discuss this persons life/personality/ qualities/choices/ relationships, and their specific relationship to Edna.

Graphic Organizer: Mother-woman qualities of Adle and mother-woman qualities of Edna. (include quotes or pg. numbers) Timeline: timeline Ednas attempts at creating an independent life for herself. (include quotes or pg. numbers)

Essay: Discuss three relationships Edna Pontellier has in her life, discuss the quality of these relationships, what emotions these individuals evoke in Edna, and if they had an influence in her suicide.

Lesson 1 Student Learning Objective: 2. When working in partners at the completion of chapter 28, students are able to collect fifteen examples from the text that represent Ednas attempts, actions, and or significant feelings that specifically relate to her creating an independent life for herself and separating herself from her duties as wife and mother, which are seen as outside her cultures and societys norm. Students then will discuss as a class the quotes that were presented and comment on their agreement or disagreement with what was presented. Lesson 2 Student Learning Objective: 1. When completing chapter 34 students are able to distinguish what it meant to be the ideal woman by societys terms at the end of the nineteenth Acceptable Evidence: Four quotes of textual evidence that includes reference to the warm, nurturing and extreme investment Adle shows for her children. Students will Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students will complete The Awakening webercise to delve further into the topic of social and cultural norms but with a stronger focus on women than the previous lesson. The students will gather a total of eight quotes independently and will record them and save them on Livebinders.com. The teacher and students will discuss the topic and the quotes the students gathered as a class.

Acceptable Evidence: The examples from the text may include depictions of Ednas separating herself from her husband and children. They also may portray her picking up hobbies, pursuing other men, and moving out of her home. Must contain 15 or more examples.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: At the beginning of the unit, I as the teacher will present a lecture using a Prezi presentation on cultural and social norms during the novels time to help students to gain a clearer understanding of the significance of Ednas decisions/thoughts/feelings for a woman of her time. The presentation includes information, images, video, audio, and opportunities for class and peer discussion. Students will take notes along with the presentation, using the guided notes provided by the teacher. I will verbally advise the students to take notes during the reading of instances where they notice Edna straying away from the norm of her time or what is expected of her. Students will then proceed with the reading, taking notes along the way. Once they have reached Chapter 28 they will be presented with the Timeline Activity directions, and will complete said activity at the completion of reading Chapter 28. During this activity students will gather a minimum of 15 examples from the text that discuss or represent Ednas actions of creating an independent life for herself (students will utilize the notes they have been taking thus far). They will timeline these moments using the timeline tool on ReadWriteThink.org. Once this is completed students and I will have a class discussion on the key moments students came up with and students will be able to discuss why the moments were significant, if they agree or disagree with the level of significance of any said moment, and the like.

century and compare Edna to that ideal. With that in mind, students will be able to distinguish the differences in mothering between Edna Pontellier and Adle Ratignolle, and support their claims with four quotes of textual evidence. Lesson 3 Student Learning Objective: 3. At the completion of the novel students are able to write a four to five page essay discussing at least three relationships Edna Pontellier has in her life, discuss the quality of these relationships, what emotions these individuals evoke in Edna, and if they had an influence in her suicide. Students are to use 4 or more quotes from the novel when discussing each relationship to support their claims, with a total of 12 quotes minimum. Unit Resources:

also need to find four quotes that will display Ednas lack of attention to her childrens needs, statements Edna has made or thoughts she may have had regarding the burden she feels her children are on her, and/or how she values herself more than she values her children. Acceptable Evidence: Textual evidence displays Ednas feelings towards these particular individuals or depicts these individuals treatment towards her. Evidence from the text may also show the effect this person had on Ednas wellbeing/attitude/thoughts. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students will also choose one of Ednas relationships to create an infographic of this character and their relationship with Edna. Students will also discuss this persons life/personality/qualities/choices/relationships, and their specific relationship to Edna. Inforgraphics will be created with Piktochart.com. Students will gather their quotes for their essay and create an outline of their essay as an organization strategy. They will use the showing evidence tool to assist them with writing their essay. Once students have written their rough draft, they will collaborate with two more students in the class for peer editing using either Googledocs.com or Wikispaces.

The Awakening novel. http://www.wikispaces.com/ or https://drive.google.com for peer editing. http://prezi.com/ for teacher presentation of womens social expectations for the novels time frame. http://www.livebinders.com/ for students to keep track of their quotes. http://www.intel.com/content/www/us/en/education/k12/thinking-tools/showing-evidence.html for showing evidence and assistance with writing essay. http://www.musee-mccord.qc.ca/en/keys/webtours/tourID/VQ_P2_5_EN Video flash clip included in Webercise assignment. http://www.bbc.co.uk/history/trail/victorian_britain/women_home/ideals_womanhood_06.shtml Victorian Britain info. https://educate.intel.com/workspace/student/loginpage.aspx?LID=en for student access to assignment rubrics. http://www.pixton.com/ca/schools/overview for student creation of cartoons as part of the Webercise activity. http://quizstar.4teachers.org/ for student quiz. http://rubistar.4teachers.org/ used to make rubrics.

 http://www.readwritethink.org/files/resources/interactives/timeline_2/ for timeline tool. http://www.slideshare.net/sstuckey/victorian-era-social-structure Victorian Era info. http://vicfun.blogspot.com/ Victorian Era entertainment. http://www.angelpig.net/victorian/pastimes.html Victorian Era pastime info. http://www.striking-women.org/module/women-and-work/19th-and-early-20th-century Female employment of the Victorian Era. https://www.youtube.com/watch?v=ljrKGadQxw8 Social norms video in Prezi presentation. Useful Websites: http://www.doralacademyprep.org/ourpages/auto/2010/4/24/64857806/Awakening.pdf (Link to a PDF of the novel). The following websites were listed above in Unit Resources, however, students can check out these particular sites for more information regarding the topics included in the teacher presentation and on the Victorian Era in general. http://everything2.com/title/Women%2527s+Rights%253A+19th+Century+to+Present womens rights and suffrage info. http://www.slideshare.net/sstuckey/victorian-era-social-structure Victorian Era info. http://vicfun.blogspot.com/ Victorian Era entertainment. http://www.angelpig.net/victorian/pastimes.html Victorian Era pastime info. http://www.striking-women.org/module/women-and-work/19th-and-early-20th-century Female employment of the Victorian Era.