Rationale for Gender Unit

As developing adults in a complex and fast-past society, my students will be asked to consider real-world influences on gender identity and gender roles. This unit will focus on historical influences, biological and cultural definitions of gender and current literature, research, and arguments surrounding gender in society. The students will also refer to personal experience in order to construct meaning and fully understand the role of gender in their lives. Our essential question will be: What is the impact of gender roles that society creates and enforces?

Formative assessments for the unit will include extensive class discussion, reading response journal entries, and group research mini-projects.
Summative assessments for this unit will include two papers.
Rhetorical Analysis essay of one of the readings from the unit. Students will focus on how the author successfully, or unsuccessfully, persuades the reader to accept his/her ideas.
Synthesis Essay in which the student will synthesize at least two readings from the unit to support a strong thesis.

Goals and Objectives

Goals:

Students will understand biological and anthropological basis for and differences between gender and sex.
Students will understand the forces in society that create stereotypical gender roles.
Students will understand how the media and culture enforces gender roles created by various societal forces.
Students will understand the arguments and changing nature of commentary surrounding gender controversies within society.

Objectives:

Students will be able to analyze a complex set of ideas or sequence of events and explain how specificindividuals, ideas, or events interact and develop over the course of the text. RS11-12.3
Students will be able to integrate and evaluate multiple sources of information presented in differentmedia or formats (e.g., visually, quantitatively) as well as in words in order toaddress a question or solve a problem. RS11-12.7
Students will be able to initiate and participate effectively in a range of collaborative discussions with diverse partners on building on others’ ideas and expressing their own clearly andpersuasively. SLS11-12.1
Students will be able Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence. WS11-12.1
Students will be able to conduct short as well as more sustained research projects to answer a question(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WS11-12.7

Plans and Materials

“Siren Song” by Margaret Atwood- docx
“Women’s Brains” by Gould- see PDF
“The Stereotype Trap” by Begley-docx
“Cowbow #501”- docx
“Professions for Women” by Woolf-PDF
Online Etiquette Agreement-docx
“About Men” by Erhlich- see PDF
“Buddhist Barbie” by Duhamel- docx
“Being a Man” by Theroux- see PDF
Synthesis Essay Prompt-docx
Pre-Conference Work-Up worksheet-docx

Part E- Assessments

Student Work Materials and Prompts:

Gender Chart Group Project
Reader Response Journal
Quick Write prompt
Praise, Question, Wish
Synthesis Essay Prompt
Pre-Conference Work-up (PCWU)

Rubrics:

Gender Chart Rubric
Group Participation Rubric
Reader Response Journal Rubric
Group Discussion Rubric
Online Discussion Rubric
Holistic Scoring Guide Rubric

Gender Chart Group Project

For this in-class assignment, your group will complete a “Gender Chart” comprised of two (2) pictures from magazines or newspapers provided or your independent research online. For each picture, you will pair words and phrases your group agrees on corresponding with each picture. These can include words and phrases like:

StrongWeakActivePassiveAuthorityFashionKind

AggressiveSubmissiveFunWorkChildrenSensitive Detached

In addition to five (5) words and/or phrases for each picture, your group must also write two (2) complete sentences for each gender representation picture. These sentences must begin, “Being male means…” or “Being female means…”. For example,

“Being male means you always pay for dinner on a date.”

“Being female means you have to look pretty all the time.”

***Remember, your responses do not need to be as stereo-typical as the words/phrases/sentences above. Write your sentences to represent how you really feel or how you think the subject in the picture is being represented. AND, be reminded that no responses should be derogatory or inflammatory towards any gender, group, or person.

Next class, we will compile all responses and talk about the implications of our words/phrases/sentences and investigate evidence we can use to inform our arguments about gender.

For NEXT CLASS: Read Gould’s article, “Women’s Brains”- found on Blackboard class site. Use marginalia to help identify concepts we should discuss in class. Participation points will be awarded on the mark-up of the article.

Reader Response Journal for Rhetorical Analysis

Name______Block______

Title ______

Author ______

What is the author’s thesis? Is the thesis stated or implied?

How is the text organized? Specify which writing mode(s) (see LC 13-25 or NS 25-26) the author uses. Then, identify the “parts” of the text.

Modes/Organization Strategies:

Parts:

Who is the speaker? (Don’t answer “the author”!) What does the voice you “hear” sound like? What is his/her purpose? Is there a persona? Does the speaker sound biased? What is the tone? What is the point of view?

What is the subject? Is the subject pertinent, important, timely, debatable? What is the context/occasion for this text? How does the context affect the speaker and audience?

Who is the intended audience for this text? Is the audience biased? Hostile or friendly? Knowledgeable? How does the speaker speak to the audience?

What is the appeal to ethos? How does the author attempt to demonstrate that he/she is credible and trustworthy? How does the author appeal to the ethics/morality of the audience?

What is the appeal to logos? What assumptions does the author make? Briefly explain how the author uses deductive and/or inductive reasoning. How does the author support his/her thesis?

What is the appeal to pathos? What emotion(s) does the author attempt to invoke in the audience?

Analyze the text for style. Quote and briefly explain the effects of three tropes (artful diction) and one scheme (artful syntax).

Tropes

Scheme

Quick Write!

1. What did you like about using Edmodo?

2. What do you know now that you didn’t know before our discussion on Edmodo?

3. Tell me two or three other ways that our class could use Edmodo.

Synthesis Essay

For this assignment, you will write a 3-4 page synthesis paper in which you use two texts we’ve explored in class over the past few weeks.

Your essay should contain these elements:

Good ideas built around a central thesis.
Texts from class reading are used to support an argument.
Logical organization and attention to sentence variety and fluency.
Use proper MLA citation.

We will use the “Holistic Scoring Guide” to evaluate the essay. Available via BlackBoard. Don’t forget to refer to your textbook for tips and examples.

A few words about writing your thesis:

As always, your thesis should make a specific argument. Go back over your Writer’s Notebook entries and look for elements of readings that really stood out to you. What can you say about what we’ve learned in class that can be supported by two texts?

Don’t worry! We will conference 1-2 times BEFORE you turn the essay in for a grade and as always, you will make at least one revision. You will have some time to write in class and time to work with your peers.

Due Date:______

Praise, Question, Wish

My name______Partner’s name______

Praise: (what my partner did well)

Question: (what I asked my partner about his/her essay)

Wish: (what I wish I could see in a future draft of his/her essay)

Assessment of my partner’s participation:

My partner thoroughly read my outline: 3 2 1 0

My partner completed all parts of feedback (P,Q,W): 3 2 1 0

My partner and I verbally discussed BOTH of our essays: 3 2 1 0

Name______

Date______

Draft #____of______

Pre-Conference Work-up

I have a great thesis! Here it is:

I feel like I did this well in my essay:

I feel like this part/element of my essay needs some work:

The most important part/element of my essay is:

Rubric: GENDER CHART / 2 / 1 / 0
Images / Group chose two (2) images one for female gender representation and one for male gender representation / Group chose only one (1) image of either male or female gender representation / Group chose no images of gender representation
Words and phrases / Group completed list of at least five (5) words or phrases for each picture / Group added some words and phrases but did not complete five (5) for each picture / Group did not add words or phrases to accompany gender representation pictures
Sentences / Group completed two (2) “Being… means…” for each picture / Group completed a few “Being…” sentences, but not two (2) for each picture / Group did not complete “Being…” sentences
Working collaboratively / Group members worked together well and equally contributed to final product / Group members worked together, but sharing of work was unequal / Group members did not work together well, group was off task and/or work was unequal or non-existent

Group Participation Rubric

Category / 3 Points / 2 Points / 1 Point / 0 Points / Points
Focus on the task and participation / Consistently stays focused on the task and contributes a lot of effort in the group. / Focuses on the task most of the time and works hard in the group. / Focuses on the task some of the time, usually when reminded and is sometimes a satisfactory group member who only does what is required. / Rarely focuses on the task and allows others to do the work for them. Does not always complete what is asked of them. / _____/3
Shared Responsibility / Follows through on assigned tasks without depending on others. / Follows through on most assigned tasks. / Does not follow through on most assigned tasks and depends on others to do the work. / Rarely follows through on assigned tasks while depending on others to do all of the work. / _____/3
Listening, questioning, and discussing / Listens, interacts, discusses, and poses questions to all members of the group. / Listens, interacts, discusses, and poses questions to some members of the group. / Has some difficulty listening and discussing. Tends to dominate discussion. / Has great difficulty listening and is unwilling to consider others’ opinions. / _____/3
Group teamwork / Always did the assigned work with a positive attitude. / Almost did all of the assigned work, usually with a positive attitude. / Did a few of the assigned tasks, but is occasionally publicly critical of the tasks. / Did not do any of the assigned work and is often negative toward the work or toward other members of the group. / _____/3
RRJ Rubric / 3 / 2 / 1 / 0
Packet is completely filled out. / Packet is almost finished with few omissions. / Packet is somewhat filled out. / Packet is not filled out or exemplifies unsatisfactory effort.
Answers are exemplary and display full grasp of complexity of piece and deep analysis. / Answers are in depth make an attempt to grasp complexity of the piece. / Answers are surface level and display little attempt to explore complexity. / Answers are incomplete, surface level or are non-existent.
Packet was turned in on time and handwriting is legible. / Packet was turned in late/ or handwriting nears undecipherable. / Packet was not turned in.

Group Discussion Rubric

ATTRIBUTE / EMERGING / COMPETENT / EXEMPLARY
LISTENING / Recognizes and responds to others speaking. / Uses and practices listening processes regularly. / Habitually uses listening processes.
NON-VERBAL COMMUNICATION Eye contact, gestures, posture, facial expression, voice. / Comprehends some information from non-verbal cues. / Draws accurate conclusions from body language and facial expressions. / Able to recognize and use subtle non-verbal communication cues.
CO-OPERATION / Sometimes shows ability to wait to give appropriate verbal / non-verbal responses. / Usually shows ability to wait to give appropriate verbal / non-verbal responses. / Habitually shows ability to wait with openness and awareness to give appropriate verbal / non-verbal responses.
PARTICIPATION Tells thoughts, feelings, ideas so others understand. / Rarely talks during the discussion or talk is off the subject. Offers few ideas to the discussion. / Shares freely and explains with details. Makes connections to what others say. / Talk inspires others. Supports and leads others in discussion.

Online Discussion Board Rubric

3-4: Student’s initial post directly corresponds to Assignment prompt. Shows awareness of complexity of the issue and advances opinion through referring directly to “text”. Need not be without flaws but is characterized by careful approach to effective writing. Student responds in kind to at least two (2) classmates’ posts, keeping in mind parameters of “Online Etiquette Agreement”.

1-2: Student’s initial post somewhat corresponds to Assignment prompt. Shows little awareness of complexity of issue or does not refer to “text”. Student responds to one or two classmates, but does so with unsatisfactory effort.

0- Student did not complete Assignment or violates terms of “Online Etiquette Agreement”.

Holistic Scoring Guide

9-10Expresses exceptional (10) or superior (9) awareness of the complexity of the issue(s). Eloquently (10) or effectively (9) analyzes the topic. Uses apt and specific references to demonstrate comprehension and awareness. Need not be without flaws but is characterized a consistent control over elements of effective writing. Demonstrates the ability to illustrate ideas with clarity and skill.

7-8Expresses some awareness of the complexity of topic. Less precise, less thorough or less convincing than the best responses. May use fewer specific references. May share observations, but more surface level than deep analysis. Demonstrates an ability to illustrate ideas clearly, but with less complexity and control than the best responses.

5-6Attempts to respond to the topic, but does so superficially or unconvincingly. Analysis of the text may be oversimplified or vague. Writing is adequate to convey the writer’s thoughts, but is typically not as well conceived, organized, or developed as upper half responses.

3-4Responds to the topic incompletely. Discussion of topic is limited and\or erroneous. Demonstrates weak control over the elements of composition. Typically contains recurrent stylistic flaws and lacks specific references to the text.

0-2Fails to respond adequately to the topic. May be confused by the topic. May omit important ideas entirely. Generally, unacceptably brief or poorly written on several counts. Although may make some attempt to respond to the topic, views typically are presented with little clarity, organization or supporting evidence.

Gender Unit Overview

Day 1-
Poetry Analysis and Response- “Siren Song” by Atwood
Gender Chart Activity
Day 2-
Advertising Activity- Commericials from Youtube
“Women’s Brains” by Gould- Discussion
“The Stereotrap Trap” by Begley for HW
Exit Slip responses
Day 3-
IMG- “Cowboy #501”- analysis and written responses
“Stereotype Trap” class discussion
“About Men” by Erhlich- RRJ
“Professions for Women” by Woolf for HW
Day 4-
“Buddhist Barbie” by Duhamel- Written Response and class discussion
Edmodo!
Online Etiquette Agreement
“Professions for Women” by Woolf
“Being a Man” by Theroux
Day 5-
Edmodo Class discussion
Synthesis Essay Lecture and Discussion
Cornell Notes
Quick Write activity
Synthesis Essay Prompt
Day 6-
Synthesis Outlines
Praise, Question, Wish Activity
Ball activity- Bring squishy ball
Day 7-
Pre-Conference Work-Up handout
“Letters” by John and Abigail Adams
Reader Response Journals
Day 8-
Reader Response Journal small group activity
Conferences one-on-one
Day 9-
“Half the Sky” documentary clips
“Hip Hop: More That Beats and Rhymes” documentary clips
Written Response and Think/Pair/Share discussion/activity
Day 10-
Poetry Analysis and written response “Ground Swell” by Mark Jarman
Argumentation small group discussion/activity
Argumentative Essay assigned

Gender Unit- Day 1- Introduction

Advanced Composition: Grades 11 and 12

General Information:

Name: Kelly RudyNumber of students: 25

Date: Nov 8, 2012Room number: 310

Grade level and ability group: Grades 11 and 12School name: North KC HS

Meeting time: 9:45-11:01CMT: Mr. Epley

Lesson Rationale:

As an introduction to the unit “Examining Gender Identities”, the students will begin to investigate the gender paradigms present within our society. As adolescents, high school students are continually negotiating gender, whether in the context of relationships, academics, family, and embodiment. As they struggle with their emerging identities in these and other arenas, it is important that they be aware of the ways that gender is constructed socially. As a result of this lesson, students will establish prior knowledge and begin to gain the skills to examine gender roles in their own lives and the world around them by working with group members to complete a “gender chart” that shows how we typically experience gender within society.

Objectives:

As a result of this lesson, students will be able to:

1.Draw evidence from literary or informational texts to support analysis, reflection, and research. The students will respond to a writing prompt focusing on gender in Margaret Atwood’s poem, “Siren Song”.

2. 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 andpersuasively. Students will participate in group and whole class discussion, as well as complete a short group project about gender roles.

3. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order toaddress a question or solve a problem. The students will complete a group project in which they locate pictures of how men and women are represented in media (pop-culture, literature, music, news) and complete a chart identifying words and phrases that are typically paired with each.