ENG 482 Unit – Jesus Espinoza

Unit Rationale (Use sources to support your rationale

Topic: Feminist Works and Gender Roles

In the current social climate, feminism is a word that is being tossed around here and there,
but there are many misconceptions and clouded ideas of what feminism is. As students are maturing
and working their way into society as career-pursuing adults, they may or may not begin to become
aware of how factors like their sex or gender affect what they can accomplish. Throughout this unit,
students will explore what feminism actually is and explore texts that even predate the term’s
existence but are now considered important works in the genre of literary feminism, such as The
Yellow Wallpaper by Charlotte Perkins Gilman. In doing so, they will be encouraged to explore the
historical context and personal lives of those authors and their stories to understand what makes the
texts feminist. The Yellow Wallpaper explores how a woman with postpartum depression is
misdiagnosed by a male doctor and her husband, who force her to remain locked in a room until she
gets over it. She is slowly driven to insanity trying to come up with ways to occupy her time, feeling a
sense of dread because of the wallpaper that surrounds her. That story allows students to research
how the voices of women have been ignored and what the consequences of being silenced or
disregarded were, and they also get an opportunity to explore how the stories told back then reflect
what occurs now. They will also be brought into the modern era through more recent texts and
speeches by author’s such as Chimamanda Ngozi Adichie and her notable speech, We Should All be
Feminists, which addresses some issues and misconceptions around feminism and its place in modern
society, along with exploring some feminism-related issues in Adichie’s home country of Nigeria. This
text will allow students to formulate their own accurate definition of feminism that they can carry
along and modify throughout the unit. The more modern texts also allow students to examine how
feminism has evolved or remained the same over centuries.
With some of the older texts, students will be asked to do some research into the historical
background behind the stories and the personal lives of the authors who wrote them. They will then
be asked to create some sort of visual representation of those connections, showing present themes
in the story and their counterparts in the real-world context of the time. Prior to fully delving into the
older texts, students will work together in groups and choose a feminist/gender role-related issue
from a list of provided topics, and they will create a visual presentation on the basics of that topic so
that students can teach each other some background knowledge on topics that may appear
throughout the unit.
During the earlier part of the unit, students will be asked to write a mini-essay about a
personal connection they have to feminist or gender role-related issues. In doing so, they should be
able to use the definition of feminism they generated before to identify why their connection or
experience can be deemed as being related to those topics. This paper should also engage students to
introduce their own personal lives and backgrounds into the unit, making it easier for them to see the
significance of learning about these topics and reading these kinds of texts.
The main project/summative assessment will be an informative essay on one
feminist/gender-role related issue present in today’s society. At this point, students will have learned
about how bias can affect the validity of sources they choose to incorporate into essays, and in a
polarizing topic like feminism, bias can be especially present. Students may even be encouraged to
explain why such biases exist in the first place. With the skills explored in prior activities, they will be
able to demonstrate how the issue has evolved throughout history or what has occurred that has
caused it to recently appear. By the end of the unit, the students should have a better understanding
of how feminism has been present throughout history and how it has been represented by different
authors, how gender roles affect both men and women in many ways, and how society has progress,
stayed the same, or even regressed in the field of gender equality through thorough and well-chosen
research.

Big Ideas/Enduring Understandings:

 General perceptions of a social group’s identity can affect how they progress in society.
 Stereotypes are generally rooted in misconceptions and generalizations with little validity to
them
 Women (and marginalized groups in general) have challenged societal norms and
expectations through the literature they write.
 Traditional expectations of different genders have affected the way people can express
themselves and the access they have to certain privileges, occupations, and other societal
domains.
 Identity is intersectional and people with some shared identities may not have the same
privileges and societal perceptions due to differing components of identity.
 The idea of equal rights is varied and depends on who you ask and when.
Essential Questions

Feminism/Feminist Literature

 How has feminism evolved over time?

 How do society’s beliefs of certain social groups change over time? How do they remain the
same?
 What does it mean to be equal? How can that definition vary depending on who you ask?
 How do different types of representations of marginalized groups in various types of media
(books, TV, movies, etc.) affect the real-world perceptions people have of those groups?
 How do oppressed groups reflect reality in the literature (or other forms of art) they produce?
 How does our social standing affect the way we react or choices in certain situations?
 How does our social standing affect our beliefs?
 What does it mean to be considered “invisible” as a person?
 How do labels and/or misconceptions affect what we choose to associate with?
 How do women of different cultural backgrounds experience oppression differently? Are they
given certain privileges due to their cultural background?
 How do different cultural norms affect how women are able to perform in society?

Gender Roles
 How do certain factors about our person cause us to be placed in unwritten societal roles?
 Can stereotypes ever be considered good or beneficial to the groups they are about?
 Is it possible to successfully break out of what is considered the norm in society?
 What are the dangers behind the existence of gender roles? What are the benefits?
 In a society, who is responsible for establishing certain roles people are expected to abide by?
 Is it easy to change the power balance in a community? What are the barriers in place?
 How do the norms present in society affect the way we perceive ourselves?
Important Concepts
 Understanding that the definition of equal rights changes as time progresses and with who
you ask
 Knowing how structures of power in society work in favor of some groups and limit others.
 Examining how the goals and perceptions of certain social movements can become twisted
over time in the eye of society and how those negative perceptions lead to challenges for the
movement. [Reword]
 Analyzing how the goals of social movements change/shift as previous ones are accomplished
and as newer generations become participants within them
 Examining the negative effects stereotypes can have on how people are perceived and the
privileges they are allowed
 Analyzing how literature can become a powerful factor in accomplishing the goals of social
movements
 Examining how social biases and positions affect the way we both read and write [Maybe]
 Examining the importance of accurate representation in different forms of media as well as
the negative effects of misrepresentations.
 [More to be added]

Standards

Arizona’s English Language Arts Standards – 11th-12th Grade

Reading Standards for Literature
Key Ideas and Details
11-12.RL.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.
Integration of Knowledge and Ideas
11-12.RL.9 - Drawing on a wide range of time periods, analyze how two or
more texts treat similar themes or topics.

Reading Standards for Informational Text

Key Ideas and Details
11-12.RI.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.
Craft and Structure
11-12.RI.6 - Determine an author’s point of view or purpose in a text in which
the rhetoric is particularly effective, analyzing how style and content
contribute to the effectiveness of the text.
Integration of Knowledge and Ideas
11-12.RI.8 - Integrate and evaluate multiple sources of information presented
in different media or formats (e.g., visually, quantitatively) as well as in print
in order to address a question or solve a problem.
11-12.RI.8 - Delineate and evaluate the rhetorical effectiveness of the
authors' reasoning, premises, purpose, and argument in seminal U.S. and
world texts.
Writing Standards
Text Types and Purposes
11-12.W.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.
Sub-standards a-f
11-12.W.3 - Write narratives to develop real or imagined experiences or
events using effective technique, well‐chosen details, and well‐structured
event sequences.
Sub-standards a-e
Research to Build and Present Knowledge
11-12.W.8 - Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.

Speaking and Listening Standards

Comprehension and Collaboration
11-12.SL.1 - Initiate and participate effectively in a range of collaborative
discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Sub-standards a-d
11-12.SL.3 - Evaluate a speaker’s point of view, reasoning, use of evidence,
and use of rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
11-12.SL.4 - Present information, findings, and supporting evidence in an
organized, developed style appropriate to purpose, audience, and task,
allowing listeners to follow the speaker's line of reasoning, message, and any
alternative perspectives.
11-12.SL.5 - Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence to keep the audience
engaged.

Language Standards
Knowledge of Language
11-12.L.3 - Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
11-12.L.4 - Determine or clarify the meaning of unknown and multiple‐
meaning words and phrases based on grades 11–12 reading and content,
choosing flexibly from a range of strategies.
 11-12.L.5 - Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.

Objectives/Sub Objectives

 SWBAT formulate their own accurate definition of feminism through an exploration of

multiple feminist texts, speeches, and videos.
 SWBAT uncover gender roles present in society and figure out how they affect the ability of
certain people to progress within that society through the exploration of different types of
text/media.
 SWBAT critically think about the power balance that exists in society and how different
personal factors affect the amount of power we have access to.
 SWBAT examine how historical context plays a role in the themes and messages present in an
author’s work.
 SWBAT create a visual representation of how the characters in one of the older stories they
read faces an feminist-related issue, working to connect the reality behind the story to the
story itself.
 SWBAT examine how an author’s cultural background affects the themes and messages
present in their work.
 SWBAT familiarize themselves with modern day feminist/gender-based issues and write an
essay on how they affect different populations across the world.
 SWBAT write a mini-essay on how their gender affects their personal lives and societal
functions daily or in the past.
 SWBAT write an informational essay on how certain populations of women or men are
affected by gender norms and a lack of gender equality in modern day society.
 SWBAT identify and determine how bias can be present in certain informational sources and
how it affects the validity of the information.
 SWBAT work in groups to create short presentations on a feminist-related topic of their
choice from a provided list.
 SWBAT establish guidelines for successful and civilized classroom discussions and debates.
 SWBAT debate on a variety of topics related to feminism and gender roles through the use of
well formulated arguments and rebuttal strategies.
 SWBAT work with the teacher to compile a list of successful argumentative strategies and
rhetorical fallacies and know how to identify them across debates, commercials, and articles.
 SWBAT familiarize themselves with how to give proper constructive criticism and work
together at tables to workshop critique each other’s’ papers.

Assessments (Formative)
 Reading Journal
 Exit Tickets
 Freewrites at Start of Class
 Padlets with Discussion Questions
 Timeline Notes Filled out as Unit Progress
Summative Assessment (scoring guide)
See last pages
Materials/Resources
Differentiation for diverse learners

Unit Calendar (5-6 Weeks)

WEEK 1
Day 1:
SWBAT get an idea of what the unit we will be working on will be about.

Anticipatory set:
Journal Entry:
What does a social movement look like? Who participates in them and what do they do?

Agenda:
1. Journal Entry + 1-2 Share Outs
2. Presentation to Introduce the Unit (What it is about, what stories will be taught, main objective,
overview of minor/major assignments)
3. Introduce Group 10-Minute Presentations – Provide Assignment Sheet to each table group
Topics: Four Waves of Feminism, Notable Women over History, Issues Affecting Women in
Modern Society, Major Women’s Rights Battles in U.S. History, Brief Intro to Gender Roles,
Types of Feminism
Presentation + Interactive Element/Handout for Class Needed
4. Provide time for students to work in groups

Reading: None
Homework: None

Day 2:
SWBAT introduce themselves to how oppressed groups use literature to express their struggles.

Anticipatory set:
Journal Entry:
Consider and explain a time that you felt like you and your issues were being ignored by other people.
How did that make you feel? Why do you feel that people might have been ignoring or downplaying
you and whatever you had to say?
Agenda:
1. Journal Entry
2. Brief presentation on Charlotte Perkins Gilman and The Yellow Wallpaper
3. Review text annotation guidelines with students
4. Read pages 1-4 to the class (10 page story)
5. Exit Ticket: Have students write down a 1-2 sentence recap of what is going on so far, 1 sentences
predicting what will happen next. Students keep ticket and copy of story in class portfolio, which will
be submitted for review at the end of this unit. They will be provided with a checklist for the unit and
all artifacts needed in the portfolio once the unit is over.

Reading: The Yellow Wallpaper

Homework: None

Day 3:
SWBAT identify key points within The Yellow Wallpaper and predict what happens next.

Anticipatory set:
Think-Pair-Share: Students take a few moments to revisit their exit ticket and the portion of the story
we read. After reviewing, they work with one partner at their table and recap the story to each other.
Students fill in missing, important details based on what each other shared. They then share their
predictions with one another.

Agenda:
1. TPS and brief share out of summary, a few predictions.
2. Ask students for updates on their presentation’s progress
3. Continue reading pages 5-8 of TYW
4.Give students last 10 minutes of class to reconvene with groups about presentations

Reading: TYP
Homework: Students read and annotate last two pages of TYW.

Day 4:
SWBAT identify a theme in The Yellow Wallpaper.

Anticipatory set:
Entrance Ticket: Divide the story into three parts. Write one sentence on a sticky note to summarize
what happens in each part (three sticky notes total)

Agenda:
1. Entrance Ticket
2. Divide whiteboard into three portions. Have students stick their posts on the corresponding areas.
After all stickies have been posted, read some of the ideas from each category and have students
identify similarities. Have students label each category. Then, have students individually write a
sentence for each category, then join the three to create a small summary for The Yellow Wallpaper.
This will go in their portfolio.
3. Brief presentation on how to analyze a story for theme
4. Work with a partner to find one theme in The Yellow Wallpaper and textual evidence to back up
that theme. Share the identified theme with the class.
5. Give class study guide on The Yellow Wallpaper (10-15 questions). Inform students of small TYW
quiz tomorrow.
6. Exit Ticket: What effect did this story have on you as we read it? What conclusion could you make
about it?

Reading: None
Homework: Complete TYW study guide. Will go into portfolio.

Day 5:
SWBAT hypothesize about the different purposes of writing stories like TYW.

Anticipatory set:
Journal Entry: After reading The Yellow Wallpaper, why do you think CPG may have written this
story? What does it say about her life, if anything?

Agenda:
1. Journal + students share what they wrote
2. TYW Quiz (10 Multiple Choice Questions + 1 Short Response on Theme)
3. Spend rest of class working on presentations that are due on Monday next week
4. Closing: Review elements of rubric for presentation. Ask students to rate their groups (informally,
raising number of fingers) as I go through categories. Emphasize focus on poorly self-rated areas.

Reading: None
Homework: Group presentations + interactive element/handout due Monday

WEEK 2
Day 1:
SWBAT conduct a presentation on the topic they were assigned the past Monday and teach their
peers as well as engage them with the content.

Anticipatory set:
Journal Entry: Think about the topic you were assigned and The Yellow Wallpaper. How, if at all,
does the story connect to what your group is going to present on? What are some specific instances
in the story that relate to your topic?

Agenda:
1. Journal Entry
2. 3-2-1 Notes: Give students copies of a note sheet that they have fill out as they observe each
presentation. The note sheet will ask them to list three new ideas they learned, two connections they
made to The Yellow Wallpaper, and one question they have. These will go in portfolio.
3. Groups begin presentations and interactive element.
4. Once a group finishes their presentation, students are given a minute or two to write a question in
their notes. Then, students (at least one for each) share one praise for the presentation, one
suggestion for improvement, and one question they wrote, which the group must attempt to answer.
5. Exit Ticket:

Reading: None
Homework: Read/skim and annotate “Background Essay: Women in the Gilded Age”

Day 2:
SWBAT discuss how historical context influenced The Yellow Wallpaper.

Anticipatory set:
Semantic Map: Students fill out a three-bubbled semantic map with the main center bubble term
being “The Gilded Age” and fill out three details they (1-5 words) learned from the article

Agenda:
1. Semantic Map explained – students are given 5 minutes to fill out
2. Introduce timeline worksheet students should update through unit – first point is The Gilded Age
and The Yellow Wallpaper
3. Expanded presentation on historical context of The Yellow Wallpaper, the personal life of Charlotte
Perkins Gilman, and how the Gilded Age/Progressive Era influenced what she wrote. – Present
student with note template that is organized with a focus on the time period being discussed
4. Exit Ticket: Now knowing more about the time period, add three more bubbles to your semantic
map that connect the era to TYW/Charlotte Perkins Gilman. At the bottom of the page, write 1-2
sentences explaining how the historical details added relate to the story/author.

Reading: None
Homework: Students will be given a copy of Elizabeth Cady Stanton’s poem for Susan B. Anthony on
her 80th birthday to read by the next day, but names/giveaway details about ECS and SBA will be
blurred out on their copies.

Day 3:
SWBAT become introduced to suffrage in First Wave Feminism and take notes

Anticipatory set:
Preview and Predict: Students will be given a column chart to fill out on their own, but they will
work in groups to generate ideas. At their table groups, students will make predictions about what
the text, ECS’ poem to SBA, is about and who it might be by and for on the left column, and on the
right, they will provide evidence for that prediction, whether it be their own background
knowledge or purely from the text’s implications. Chart will go in portfolio.

Agenda:
1. Preview and Predict + some students share their predictions about the poem and the evidence they
used.
2. Presentation to introduce the Seneca Falls Convention, Elizabeth Cady Stanton, Susan B. Anthony,
the poem, and a brief idea of suffrage. Students add points to their timeline.
3. Short pre-reading activity: Now knowing what they know about ECS and SCB, what was the poem
about? Were the predictions correct? Looking at the title of the piece we are going to read, what can
you predict the women will talk about? (Informal, done out loud, some ideas written on board)
4. Begin reading The Declaration of Sentiments and Resolutions by Elizabeth Cady Stanton or
(students should annotate text)
5. Closing: Students write three points on why they think American society did not want women
(and/or other minority groups at the time) to vote.

Reading: The Declaration of Sentiments by Elizabeth Cady Stanton

Homework: Women’s Right to Vote speech by Susan B Anthony

Day 4 (Part 1 of Two Day Lesson):

SWBAT begin to write a mini speech or declaration by briefly familiarizing themselves with techniques
used in the text we began reading the previous day

Anticipatory set:
Journal Entry: If someone wants to create change, what do they need to do to convey their
message? How can they best make sure that people listen to what their cause is?
Agenda:
1. Journal
2. *Finish Declaration of Sentiments text if needed*
3. Brief Presentation on Speech Techniques and Identifying them in Women’s Right to Vote and
Explanation of Language Used in Declarations – Students are given guided notes to fill out with
definitions and examples
4. Explain RAFT – Role, Audience, Format, Topic
5. Work with students to break down both of the texts students read (DoS and WRtV) into the four
components of RAFT
6. Assign RAFT: Role – Activist, Audience – Convention, Format – Speech/Declaration (student’s
choice), Topic – Improving the rights of a certain group. 3 Paragraph Minimum for Speech, 2
Paragraph and 5 listed sentiments/desired changes in a bulleted list.
7. Students will use a RAFT-based Graphic Organizer to help them build a mini-draft to use for the
following class
8. Exit Ticket: Why might taking the four elements of RAFT into consideration be beneficial when
writing something like a speech or declaration?

Reading: None
Homework: Work on your RAFT draft to work on it tomorrow and have the final version complete by
Monday of the following week.

Day 5 (Part Two of Two Day Lesson):

SWBAT discuss how

Anticipatory set:
Turn and Talk: As you worked/are working on your RAFT, what do you notice about the way you
are writing? Are you taking the four components of RAFT into consideration as you write?

Agenda:
1. Turn and Talk – mini, informal discussion on what students say they notice as they write or come
up with ideas for targeting the components of their RAFT
2. Brief presentation further explaining what to consider when trying to cover each component of
RAFT
3. Have students work on RAFTs for 15 minutes
4. Swap drafts with someone at their table groups. Spend rest of class (-5 minutes for ET) providing
feedback on the drafts, both written and verbal as needed.
5. Exit Ticket – Did you notice anything in your revision partner’s draft/plan that you liked that you
want to use in your own draft? Did you make any suggestions based on what you wrote?

Reading: None
Homework: Complete RAFT by Monday
 WEEK 3
Day 1:
SWBAT brainstorm about how society has different effects for different people with different social
identities.

Anticipatory set:
Journal Entry: Upon finishing your RAFT, do you feel that the language you used to convey your
message to the prescribed audience is effective? Why might the elements of RAFT have been
important for Elizabeth Cady Stanton and Susan B. Anthony to consider in their works that we
wrote?

Agenda:
1. Journal Entry
2. For extra credit, 3-5 students can share their RAFT out loud in front of the class.
3. Mini Inquiry Assignment: Work with your groups to conduct a brief investigation on the ways that
society affects/limits the ways we behave or what we accomplish. Use online/literature investigation,
personal experiences, what we have read/learned so far. This means students can use
phones/laptops to look up whatever they need. Teacher walks around to help if needed.
Three Guiding Questions:
1. How does society’s idea related to our personal identifies affect what we can
accomplish?
2. Can expectations set by society have negative effects on certain people/groups of
people? What are some specific examples of expectations?
3. Who or what determines what people have it easier in society? Harder in society?
What do easier/harder mean in the context of society?
4. Students create a table group Google Doc with answers in a table with two columns/boxes – Before
Class Text and After Class Text. All answers they compile on this day should go into the BCT box.
*answers based on anything found online should have a source embedded within the answer as a
hyperlink*
5. Closing: Remind students to make sure to share Google Doc with each other and teacher before
leaving.

Reading: None
Homework: Add to Google Doc chart if needed/desired

Day 2:
SWBAT read an excerpt of “The Feminine Mystique” by Betty Friedan, a second wave feminist text,
and see how different women at the time felt about their personal lives and society.

Anticipatory set:
Anticipation Guide: Students are provided an anticipation guide that asks them to come up with
ideas on how they believe modern society perceives different types of people (1. Housewife, 2.
College-educated women, 3. Minimum-wage working women)

Agenda:
1. Mini-Anticipation Guide
2. Students read The Feminine Mystique excerpt in their groups. Remind students to help each other
with pronunciation, definitions of unknown words, etc. Students must annotate the text and
can/should work together to do so,
3. Closing – From what we read, did you notice any similarities in what the Friedan and the women in
the letters wrote compared to what your group came up with for your Google Doc yesterday? OR
How does what you wrote in the mini-anticipation guide compare/connect to the letters women
wrote to Betty Friedan?

Reading: The Feminine Mystique

Homework: Students will be given a note template identical to the historical one used Week 2, Day 2.
They will skim through three sources related to women in the 1960s (one – two – three) and choose
three points from each source to record on their note sheet (9 points recorded in notes total). This
will go in their portfolio.

Day 3:
SWBAT revisit the document that includes the ideas they came up with on how society perceives and
effects people of different identities and add more details based on what they read in The Feminine
Mystique and what they read online.

Anticipatory set:
Table Talk: Students take 5 minutes to discuss what they recorded from the articles provided for
the notes and how, if at all, did the information they gathered from them connect to The Feminine
Mystique.

Agenda:
1. Table Talk
2. Brief introduction of stereotypes essay/project, present students with the assignment sheet and
rubric and go over it with them – emphasize that due date for essay draft is Week 4, Day 5, final
essay is due Week 5, Day 4, and visual element is due Week 5, Day 5.
3. Mini-Assignment Introduction: Students should select one of the letters sent to Betty Friedan
included in The Feminine Mystique excerpts and create some sort of visual representation of what the
senders say. Students have creative liberty on how to represent the letter, the only requirements are
effort, accuracy to the letter, and visible creativity. Examples of acceptable visuals include a simple
drawing, a collage, or a comic strip. Due on Day 5 of the week.
4. Forewarn students that they will be having a Socratic Seminar on Friday/Day 5.
5. Students work in groups to fill in the After Reading chart from their Google Doc created on Day 1 of
the week.
Students can revisit the guiding questions provided for the Before Reading column on Day 1.
New guiding questions include:
1. How does what you wrote on Monday/Day 1 compare to what you have read since
then?
2. How has the perception of women/femininity changed from the 1960s to the
present? How have they remained the same?
3. What causes societal perceptions of certain people/groups of people to change?

Reading: None
Homework: Work on visual representation of chosen letter.

Day 4:
SWBAT learn about The Feminine Mystique and Betty Friedan in the context of the 1960s/the Civil
Rights movement.

Anticipatory set:
Journal Entry: Considering what the women said in their letters, what do you think it takes for
society to notice what minority groups are feeling/going through? What may it have meant for the
women who wrote those letters to be published in a book that sold nearly 3 million copies in its
first 3 years?

Agenda:
1. Journal Entry
2. Provide students with guided notes sheet divided into sections based on the 3-4 main topics to be
covered in the presentation.
3. Presentation on The Feminine Mystique, Betty Friedan, and the 1960s in relation to social
movements and then feminism specifically. Students should also add key points about the
presentation in relation to the time period and story to their timeline worksheet.
4. Closing: 3-2-1 Exit Ticket – 3 New Ideas, 2 Key Events or People, 1 Question

Reading: None
Homework: Work on visual representation of chosen letter. Review group Before/After reading chart.

Day 5:
SWBAT discuss their responses to the questions presented on Day 1 and their additions made on Day
3 of the week as a class.
Anticipatory set:
Table Talk – Students will review their group Google Doc and take 10 minutes to discuss (also in
their table groups) what they said in response to the readings and/or guiding questions.

Agenda:
1. Table Talk for 10-15 minutes. Tell students to select key points they may want to discuss.
1. At beginning of class, tell students to have their visual representation of the Feminine Mystique
letter out on their desk. As students discuss, teacher will walk around and check each student’s visual
and mark down the appropriate scores for completion, accuracy and creativity.
2. Briefly review Socratic Seminar procedures
3. Initiate discussion using guiding questions. (30-40 minutes)
4. Closing: In last 5 minutes, students fill out a self + class evaluation form for the discussion (Did they
participate? Were they respectful of others? Were their peers respectful? One new idea they gained
from the discussion? One question they have?)

Reading: None
Homework: Begin outlining/writing draft for summative assessment.

WEEK 4
Day 1:
SWBAT learn about and identify bias in online resources about feminism.

Anticipatory set:
Journal Entry: How does the perception of social movements depend on the person you ask? Who
might have favorable views of it? Unfavorable views?

Agenda:
1. Journal Entry
2. Provide two student groups with one (online) article on feminism that is heavily biased towards
radical/extreme feminism, two groups with one article that is heavily biased with anti-feminism, and
two groups with one neutral, purely informative article. Groups will take 10-15 minutes look over the
article and identify interesting points related to the reliability/validity of the articles.
3. Each group will share what they noted about the article and its validity or what they noted about
the content in general.
4. Presentation on elements of bias/valid articles. Students can take notes, but they should
label/annotate the article they were given with the terms and ideas covered in the presentation. The
annotated version will go in their portfolio.
5. Closing: Revisit journal prompt and expand on your initial writing using the information you
gathered in class today.
Reading: None
Homework: Find one article on feminism with some sort of bias present. Post it on a class Google Doc
(created by teacher, posted on class site). Post should include the link and one specific example of
bias you identified.

Continue working on draft.

Day 2:
SWBAT watch and read We Should All Be Feminists by Chimamanda Ngozi Adichie and begin thinking
of a definition for feminism.

Anticipatory set:
Entry Slip/Journal Entry: From what we have read and done in class up to this point, what do you
think feminism means?

Agenda:
1. Entry Slip/Journal Entry – Have a few students share out their response and (the teacher will) write
them on the board.
2. Hand students transcript of We Should All be Feminists, remind them to annotate as always, and
play the video of Adichie’s TEDTalk. Students follow along.
3. Closing (if video is completed) – Quadrant Card:
Square 1 – “feminism”
Square 2 – Self-written definition
Square 3 – Ideas related to feminism
Square 4 – Contrasting ideas to feminism

Reading/Viewing: We Should All Be Feminists by Chimamanda Ngozi Adichie

Homework: None

Day 3:
SWBAT discuss ideas based on Adichie’s speech in an informal Philosophical Chairs format.

Anticipatory set:
Preview Questions: Students will be given a list of questions that will be covered in the PCs.
Agenda:
0. Finish video/reading if not completed previous day.
1. Allow students to take a few minutes to review the question sheet and review their annotated
transcript.
2. Divide the class into three sections: Agree, Neutral/Undecided/Agree
3. Briefly review the procedures for Philosophical Chairs – Note: Neutral/Undecided students must
move to one side unless they can reasonably explain why they want to remain there.
4. Have students stand at front/back of room. Present a question on the board.
Questions for PC:
1. Are things still different or harder for women nowadays?
2. Have our ideas of gender related specifically to the roles and abilities of men and women
evolved now?
3. Has the society you were/are being raised in taught you, consciously or subconsciously,
that men are more important or valuable than women?
4. Is anger required or justified when trying to create social change?
5. Does society place unfair standards on men as well? If so, are they just as harmful to men
as certain social standards are harmful towards women?
6. Does the idea of gender describe how we are or who we should be?
7. Does society exaggerate differences that exist between men and women?
8. Are men treated differently for doing housework/family responsibilities than women are?
9. Do our cultures influence our beliefs and the way we think or do our beliefs and the way
we think influence our cultures?
10. Conclusion Question: Does gender affect the way we experience the world?
5. Closing: Exit Slip – Did you switch sides at all during the Philosophical Chairs? For what question(s)?
Why or why not?

Reading: None
Homework: Work on draft and bring something in to work on tomorrow

Day 4:
SWBAT work on their drafts for their essays and/or the visual component as well.

Anticipatory set:
Quick Write: Think about the stereotype or social group with stereotypes you have chosen for your
essay. Write as many ideas as you can for it within 5 minutes.

Agenda:
1. Quick Write
2. Students work on draft of essay and/or visual element
3. Students are called up one by one to conference with teacher and discuss the progress they have
made.
4. Closing: Last five minutes of class are spent discussing essay/visual progress with a partner.

Reading: None
Homework: Complete essay draft.

Day 5:
SWBAT familiarize themselves with the idea of intersectionality in relation to feminism + feminism in
the modern era.

Anticipatory set:
Table Talk: After reading + watching Adichie’s We Should All Be Feminists, how do other aspects of
a person’s identity, like cultural background, race, or age, when combined with gender, further
affect how society views them?

Agenda:
1. Table Talk
2. Presentation on Intersectional Feminism + the Third and Fourth Waves of Feminism. Students
should add key points to their timeline worksheet.
3. Students individually fill out a Venn diagram on first + second wave feminism and third +
fourth/modern feminism. This will go into their portfolio.
4. Closing: In one sentence, describe how feminism has (or has not) evolved over time.

Reading: None
Homework: Students will be assigned to read the drafts of all their tablemates over the weekend.
They should write two bullet points for strengths in the draft, two for improvements that could be
made, and one question that they have.

WEEK 5
Day 1:
SWBAT work in groups to workshop their drafts and provide meaningful feedback to each other.

Anticipatory set:
Review: Give students five minutes to review the feedback they wrote about their peers’ papers.

Agenda:
1. Feedback review
2. Explain workshop process: One student reads a portion of their paper; after that, they cannot talk
until the end of their peers have all shared feedback. Peers begin by pointing out the positive
elements of their draft. Then, they move onto the improvements that could be made. Then, each asks
the question they had; the student whose draft is being workshopped can talk now. After answering
the questions, the workshopped student has an opportunity to ask their peers for any extra feedback
or clarification. Once done, same process is repeated for next draft.
3. Closing – Students who received feedback write a brief paragraph on what steps they will take next
in their paper and how the feedback from their peers helped.

Reading: None
Homework: Revise/keep working on draft. If students did not have their copies available for
workshopping,

Day 2:
SWBAT briefly discuss The Wife of Bath and if it could be considered a feminist piece when
considering the time period and the author, Geoffrey Chaucer, a male.

Anticipatory set:
Work on workshops immediately if groups did not finish on Day 1.

OR

If all groups finished on Day 1, do quick write on the role men play in feminism.

Agenda: *Informal Work Day*

0. Finish workshop sessions if not all peers’ papers were discussed or available on Monday. Time will
be given to read papers that were not available on Day 1. Groups who are done will be allowed time
to work on their drafts as the other groups finish.
1. Quick Write if Step 0 is not needed.
2. Brief presentation on background of The Canterbury Tales, Chaucer, and The Wife of Bath.
3. Students watch The Wife of Bath’s Tale – Animated.
4. Return to presentation; discuss time period in relation to women (students should add to their
timeline worksheet).
5. Informal discussion on how the story told by Chaucer related to ideas on feminism.
6. Closing: Exit Ticket – Brief Response – Can a man’s story be considered one of the first
feminist/empowered women stories?

Reading Video: Wife of Bath - Animated

Homework: Work on finalized version of report and/or visual.
Day 3:
SWBAT continue working on their final drafts of their Stereotypes essay and seek feedback if needed.

Anticipatory set:
3-2-1 Entrance Ticket: 3 areas of strength in essay, 2 areas of concern/weakness, 1 improvement
made so far.

Agenda:
1. 3-2-1 Entrance Ticket
2. Review rubric for essay again with students.
3. Students spend rest of class working on their essays. Conference with students 1-on-1 if needed.

Reading: None
Homework: Work + complete on stereotypes essay.

Day 4:
SWBAT work on their visual representations of their stereotypes project.

Anticipatory set:
Journal Entry: What is a stereotype that you have encountered in your personal life, whether it
targeted you or someone you know? How did it affect you or that person?

Agenda:
1. Journal Entry
2. Quick share around the class of what their essays were about and how the research and writing
process went for them.
3. Work on visual representation for rest of class.
3. Students who are done with their visual should review that they have all components for this unit
in their portfolio and ready to turn in tomorrow.

Reading: None
Homework: Complete visual aspect of stereotypes project.

Day 5:
SWBAT present the visual component of their stereotypes project.

Anticipatory set:
Quick Write: Why did you select the format that you did for the visual representation of your
stereotype/stereotyped group?
Agenda:
1. Quick Write for Portfolio
2. Class is spent presenting visual representations.
3. Closing: Quick Write – Looking back at these past five weeks, what does feminism/being a feminist
now mean to you?

Reading: None
Homework: None
References
 Stereotypes and their Existence Essay
Throughout these past weeks, we have explored multiple stories, speeches, and videos
where women (and even men!) have through one way or another, expressed the issues
they have faced in society due to the way their (or the other) gender is perceived. Often
times, those perceptions are rooted in misconceptions and generalizations that easily
spread throughout those societies.
Stereotypes, “widely held but fixed and oversimplified images or ideas of a particular type
of person or thing,” can generally become great contributors to the ongoing struggles
many different groups of people (like women) face. One question often asked by the
victims of stereotyping is “where did that idea even come from?” With this essay, it is up
to you to determine the answer to that question to the best of your abilities.
Prompt Options:
1. Identify a stereotype you have personally dealt with before. First, explain how you
encountered it and the effects or consequences it had on you. Through research,
uncover and explain the origins of that stereotype and how it has progressed or
evolved and managed to stay relevant/in circulation over time. Explore personal
accounts of others who have dealt with that stereotype. Ultimately, explain why it
is harmful and how your own experience and the research lead you to that
explanation.
2. Take one societal group (e.g. gender/sex, ethnicities/races, sexualities [explore
intersectionality like black women, gay men, etc. if you wish]) and identify one or
multiple of the predominant stereotypes that have trailed behind them throughout
history. Examine the historical context of that stereotype and provide a timeline-
like overview of events in which that stereotype had a major impact towards
causing it to happen. By the end of the essay, explain how the stereotype exists in
modern society and how it continues to affect that societal group.
Do not assume that the stereotype needs to be hundreds of years old. If you find that a
stereotype has only been prevalent for five or ten years, you should still be able to find
plenty of information related to it. If anything, its recency could be beneficial as you
research it as the Internet has been around throughout the stereotype’s entire existence.
The overall purpose of this essay is for you to further your understanding of how
stereotypes can have long-lasting and detrimental effects on certain populations. You
should also learn about how stereotypes originate and how they can exist for long periods
of time.
Visual Approach:
Along with your essay, you also need to create a visual representation of your stereotype’s
existence over time. You have as much creative freedom when it comes to how you
choose to represent the stereotype’s history, but you must include five key events or
points of interest in your project.
Ideas:

 Timeline
 PowerPoint Presentation
 Video Project
 Comic Strips
 Mini-book
 Journal entries for each event
Essay Requirements:

 4-7 pages
 12pt font, double spaced, Times New Roman
 MLA Format
 Clear statement of what the stereotype(s) is/are
 Well researched explanation of the stereotype’s historical origins. Use at least
four sources/citations in your essay. News articles, interviews, and even short
stories like the ones we have read in class can be used.
 Explanation and evidence of why and how the stereotype is harmful to the subjects
of it.
 Include a connection or lead your essay into the stereotype’s existence into the
modern era.
 Rubric

Needs Improvement Meets Exemplary

Validity of Stereotype is vaguely Stereotype is Stereotype is explicitly
Stereotype identified and moderately identified identified and
discussed throughout and discussed thoroughly discussed
__ /20 the paper. Little to no throughout the paper. throughout the paper.
evidence of its Some vague or Evidence is well
presence in society. insufficient evidence of utilized, relevant, and
Little to no discussion its presence in society sufficiently supports
the negative (or is used. Brief and basic the stereotype’s
positive) effects of its discussion the negative existence in society.
existence towards its (or positive) effects of Both the negative and
targeted group. its existence towards potentially positive
its targeted group. effects (or why the
Targeted group is “positive” effects are
vague or too broad. Targeted group is not valid) towards the
identifiable but with targeted group of
some confusion, or the people are discussed in
group is too broad. detail, also utilizing
evidence.

Targeted group is
clearly identified, and
the stereotype applies
to that specific group.

Historical Context of Little to no explanation Fair explanation of how Thorough explanation

Stereotype of how the stereotype the stereotype of how the stereotype
potentially came into potentially came into potentially came into
__ /25 existence, how it has existence and how it existence and how it
evolved (or regressed) has has
over time, and few to progressed/evolved or progressed/evolved or
no specific key events disappeared over time, disappeared over time,
or points of interest and a moderate and a high amount of
that directly relate to amount of key events key events or points of
this stereotype. Zero to or points of interest interest throughout
two events dispersed throughout time that time that directly relate
over history that have directly relate to the to the stereotype. Five
a relation to the stereotype. Three to or more events
stereotype. four events dispersed dispersed over history
over history that have that have a relation to
a relation to the the stereotype.
stereotype.
Stereotype in Historical context Historical context Historical context
Modern Times OR provides poor or no provides decent provides clear and
Disappearance of transition into the transition into the effective transition into
Stereotype Over stereotype’s existence stereotype’s existence the stereotype’s
in the modern era. No in the modern era. existence in the
Time
evidence is provided Decent amount of modern era. Plenty of
that efficiently evidence is provided evidence is provided
__ / 20 supports how the that efficiently that efficiently
stereotype functions in supports how the supports how the
current times. stereotype functions in stereotype functions in
current times. Brief current times.
OR explanation of the Thorough explanation
existence in the of the existence in the
Historical context does modern era. modern era.
not lead into the
insignificance or OR OR
disappearance of the
stereotype within the Historical context does Historical context
modern era. lead into the clearly leads into the
insignificance or insignificance or
disappearance of the disappearance of the
stereotype within the stereotype within the
modern era but not modern era with a
much discussion as to proficient amount of
why it may have discussion about why it
disappeared is present. may have disappeared,
using evidence when
applicable.
Research Very few to no (0-2) Fair amount (3) of High amount of
resources are resources are resources (4-5) are
__ /25 consulted and used to consulted and used to consulted and used to
support the support the support the
stereotype’s existence stereotype’s existence stereotype’s existence
and effects. Essay may and effects. Essay uses and effects, and they
be too reliant on one too much of one are used with purpose.
resource. Evidence resource in comparison Essay efficiently uses
used is not applicable to others, or briefly each resource. High
to stereotype and does uses both sources. variety of types of
not function well Moderate variety of evidence used
within the paper. types of evidence used. (interviews, short
Evidence used is stories, news articles,
applicable to historical texts, etc.).
stereotype but not Evidence used is
explored in too much applicable to
detail. stereotype and
discussion is expanded
on within the essay.
 Quality of Paper Not in MLA. Transition MLA Format. Historical MLA Format. Historical
between historical events are organized in events are organized in
__ / 10 events is poorly a chronological format a chronological format
organized and difficult that makes sense, but that makes sense and
to follow. 5+ is a bit confusing to is very easy to follow
spelling/grammar follow at certain along. None-2
errors. points. 3-4 grammar/spelling
spelling/grammar errors. Consistent point
errors. of view.
TOTAL: ___ /100

Should I add two categories specific to each prompt?