Gender+and+Family+Roles

Classwork 4/16/12: Do Now: Compile list of gender roles.

Obj: Identify stereotypes and modern gender roles. Discuss bias in gender based society expectations Read and analytical essay Complete cornell notes.

Read "There Is No Unmarked Woman" by Deborah Tannen

Complete Cornell Notes for essay reading



Homework:

Read Barbie Doll by Marge Piercy and Cathy ( Cartoon) answer all exploring text questions.

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4/17/12

Do Now:

Create a Cornell Notes sheets for the readings completed last night for HOMEWORK. Use the following Questions:

1) How do these two selections address womens roles? 2) What stereotypes are addressed? 3) How does the author express their opinion in each work?

Reaction: Do you agree or disagree with the messages in these two pieces?

Objective: SWBAT read and interpret essays on differing perceptions of men in American society.

Classwork:

The following videos question modern gender roles: [] [] [] [] []

Create Cornel notes for this series of videos:

1. Create a list of the main points in each video. 2. How does each video approach the difference between men and women? 3. Where do men and women seem to develop there gender identity?

Summary/ Reaction: Write a personal reaction for each video, one or two sentences.

Classwork: Read the following essays and complete Cornell note sheets for each.

Being a Man []

About Men []



Homework:

Complete notes for any unfinished essay work.

4/18/12

Do Now: Sign out book, //Cat on A Tin Roof//

Objective: SWBAT understand the intended focus of the research paper topics practice editing sentences for commas splices, misplaced modifiers, spelling, run-ons, and fragments Read a persuasive essay and analyze it. Practice reading and answering multiple chice questions and answering an OEQ

Classwork: Complete grammar worksheet, Discuss research paper topic possibilities, Read and answer questions for How We Raise Boys and Girls Differently - And Why it's Wrong".

Homework:Create a list of 5 possible topics for your research paper.

4/19/12

Do Now: Define the ten vocabulary words for "Cat on A Hot Tin Roof" Odious Contemptuous Indifference Enunciate Mendacity Pretenses Evanescent Torrential Subsidize Gallantry Objective: SWBAT: Enhance understanding of vocabulary Discuss the expectations of men and women in the 1950s Read a play aloud

Classwork: define and create new word wall art with terms used in the play, view a short video of gender roles in the 1950s, select roles and read Act 1 of "Cat on a Hot Tin Roof".

Homework: **Map** out the relationships and tensions between each member of the family in the current play.

4/23

Do Now: Sign up to read

Objective: SWBAT Complete reading Act 1 Complete an assessment for Act 1 Demonstrate an understanding of how to bring a topic from general to specific.

Classwork: Read the last pages of Act 1. Complete 10 Question short answer Quiz for Act 1 Work on revising list of research topics. teacher will model how to search schools database service, within the school building.

Homework: complete flow chart for all five research topics on your list.

4/24/12

Do Now: Begin Act 1 Quiz, or Sign up for a reading role

Objective: SWBAT -complete reading comprehension assessment for Act 1 - Work in small groups to brainstorm for research paper topics/focus - record information/suggestions made to and collected from peers - Begin reading Act 2 up to page 69

Homework: Complete reading Act 2 up to page 69, make a decision as to the topic of your research paper by 4/26/12

4/25/12

Do Now: Select a reading role

Objective: SWBAT -practice oral reading skills - identify and analyze allusions, symbolism, and character traits within a play.

Homework: Study for Act 2 quiz tomorrow!

4/27/12

Do Now complete act 2 quiz, you may use the play but not your notes.

Objective: SWBAT: - Demonstrate and understanding of, and analyze Act 2 of //Cat on a Hot Tin Roof// - Demonstrate the ability to completely answer an Open Ended Question - Continue to read and analyze a Tennessee Williams play.

Homework: Find a quote about the topics listed below. make sure that each quote has a listed speaker, no anonymous quotes.

try this search: []

Use 6 of the 12 new vocabulary words ( pink word wall) to intraduce/transition your quote into explanitory sentences.

Pink word wall words:

observes notes explains concludes comments claims suggests remarks

states points out believes admits

Topics: - LOVE - LOSS - SURVIVAL - FEAR - ACCEPTANCE - POWER

4/30/12

Do Now:

Choose your reading role for Act 3

OBJECTIVE: SWBAT - demonstrate an understanding of thematic development - practice reading a play aloud - discuss the key events and the role these events play in the plot.

Homework: Draft a proposal for your research topic. answer the following questions in 1-2 paragraphs: 1) What makes this subject/topic interesting to you? 2) What are the complexities of your chosen topic? 3) How is your topic relevant in today's world?

5/1/12

Do Now: List the five themes discussed in Act 2 Select your reading role

Objective: SWBAT - Review Act 2 - Connect themes from previous acts to the current act. - Complete reading Act 3 - Discuss the impact of the final scene

Homework: Begin researching for your research paper on ProQuest. The login name is : __teach__ The password is: __learn__

5/2/12

Do Now: Begin Act 3 quiz

Objective: SWBAT - complete a formal reading comprehension assessment for Act 3 of //A Cat on a Hot Tin Roof//. - View the film adaptation of Act 3 - Compare the original Act 3 and it's conclusion to that of the movie adaptation. - Write an effective comparison essay

Homework: Complete your comparison essay

5/2/12 plan B

Do Now: Complete "Wanted Top-Quality Person"

Objective: SWBAT - Practice Characterization skills - Demonstrate and understanding of poetic text - Complete a reading comprehension and analysis quiz for Act 3 of //Cat on a Hot Tin Roof// //- r//ead a short story and analyse for stereotypes based on gender

Homework: Continue collecting references for research paper, Periods 1 and 2 will have time in the library tomorrow, ONLY tomorrow.

Wandering" Lanford Wilson page 1050 in yellow textbook

“Mirror” by Plath []

“Self in 1958” by Sexton page 1059 in yellow textbook

"Teenage Wasteland" page 1168 in yellow textbook []

“Separating” by Updike page 1180 in yellow textbook

“The Ending of Something” by Hemingway page 1088 in yellow textbook

=Gender and Family=

1. Students will gain adequate exposure to a range of text and become independent and fluent readers by reading grade level appropriate complex text. 2. Students will demonstrate an increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas when writing for a variety of purposes and audiences. 3. Through participation in structured conversations built around important content in various domains, students will increase their ability to contribute appropriately to these conversations. 4. Students will gain a firmer control over the conventions of the English language* through reading and writing. *Language is defined as but not limited to vocabulary, syntax, grammar, mechanics and rhetorical effects and their functions. ||
 * **Established Goals:**
 * **Understandings:**

Students will understand that…
“There is No Unmarked Woman” by Tannen “Being a Man” by Theroux “About Men” by Ehrlich “Separating” by Updike “Teenage Wasteland” by Tyler “Wandering” by Wilson “Mirror” by Plath “Self in 1958” by Sexton “The Ending of Something” by Hemingway Select one of the following novels: //To Kill a Mockingbird// by Lee or //Ordinary People// by Guest
 * Writers and artists use their crafts as a way to expose historical and social conditions.
 * Writers and artists provide insights to the struggles, hopes and challenges faced in families.
 * The stereotypical roles of men and women in our society have changed over time. || **Essential Questions:**
 * What are the male and female stereotypes?
 * Why have the roles of men and women changed?
 * How has the family dynamics changed over the years?
 * How has the change in family dynamics influenced society or vice-versa? ||
 * ==Students will know…==
 * Reading and analyzing various pieces of literature and literary non-fiction will increase their knowledge of male and female stereotypes as well as the changes in family dynamics over the years.
 * Writing is a key means of asserting and defending an opinion.
 * Speaking and listening plays an important role in acquiring and sharing knowledge about gender stereotypes and family dynamics
 * The selection of words, syntax and punctuation are essential in expressing ideas and achieving particular functions and rhetorical effects.
 * The role of men and women today differ from the ones evident years ago. || ==Students will be able to…==
 * R.L. 11-12. 1,2,3,4,5,6,7,9,10
 * R.I. 11-12. 1,2,3,4,5,6,7,10
 * W. 11-12. 1,23,4,5,6,10
 * S.L.11-12. 1,2,3,4,5,6
 * L.11-12. 1,2,3,4,5,6 ||
 * **Required and Enhancing Works:**

Death of a Salesman by Miller
|| **Suggested Works:**

The Bell Jar by Plath
“The Yellow Wallpaper” by Gilman “Ironing Their Clothes” by Alvarez “I Stand Here Ironing” by Olsen “The Man Who Was Almost a Man” by Wright “Barbie Doll” by Piercy Look at various TV shows that show family dynamics over the years || 1. In this task you will assume two roles- a gender activist and an advertising agent. As a gender activist, you are to create a collage/poster of advertisements that demonstrate gender stereotypes. You are to present this collage/poster of advertisements to a group of advertising agents (fellow classmates) explaining why the ads you selected are projecting a stereotype. As an advertising agent, you are to select 2 advertisements that were presented to you and re-design them to remove the gender stereotype and represent the ad to the gender activists for approval. 2. Men and women magazines are designed to present articles of interest to the appropriate audience. Articles span from health advice, fashion ideas, what’s trendy, and life management advice. Look at a current issue of a men’s and/or women’s magazine. Read some of the articles and scan the advertisements. Analyze what information the magazine is projecting. Imagine it is the year 2050. The class is split into two groups, each representing a men and women magazine. You are to create a men and women’s magazine of the future. You are challenged to predict what would be appropriate articles for the time. Consider how the roles have been changing. Each person is to write 1 article for the magazine. You should also have advertisements in the magazine (try to use the ones from the previous task). Be creative but remain realistic. || **Other Evidence:** 1. Students will write their personal statement for college as seen on page 69 in //The College Application Essay// 2. Students will write a cause and effect essay on stereotypes and/or stereotyping. 3. Students will write an essay about a person who has had a significant influence them and describe the influence as seen on page 71 in //The College Application Essay// 4. Tests and quizzes on readings || 1. Examine your advertisement to see if gender bias is evident 2. Review and evaluate your magazine using the rubric 3. Reflect on how the roles of women and men have changed in our society and how these changes have influenced our society. ||  ||
 * **Performance Tasks:**
 * **Self-Assessment and Reflection:**