American Lit and Comp –Beery Name______

Synthesis – Women’s Unit

Introduction: Last quarter, we focused our efforts on analyzing how an author (F. Scott Fitzgerald, Benjamin Franklin, ee cummings, Sylvia Plath, etc…) utilizes the language to develop or address a certain topic of theme. The topics varied from the idea of American Success to Ebola and Isis . During 2nd quarter, we’ll be stepping it up a notch to address how multiple sources address one particular topic (in this first unit the topic will be female stereotypes…don’t worry guys…we’ll be looking at your side, too). The following learning goals will be assessed (formative and summative) as we progress through the unit.

LEARNING GOALS:

  1. I can conduct short as well as more sustained research projects to answer a question/self-generated question or solve a problem;
  2. I can narrow or broaden the question when appropriate.
  3. I can synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  4. I can draw evidence from literary or informational texts to support analysis, reflection and research
  5. I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

STEP ONE:

  1. Tonight, find any article from any place that concerns females. Try to make sure the article is somewhat current so we can maintain some interest level 
  2. After you find and read your article carefully, provide a 2-4 sentence summary of the article. Consider what is crucial and what is auxiliary. Remember our topic is female stereotypes.
  3. Come to class prepared to briefly present/explain your article choice.

STEP TWO:

  1. In your new PODS, share your articles with one another
  2. On the IDEA MAT, everyone should write down the title, author and summary of their article.
  3. When everyone has filled this out, discuss whether or not there is a common trend in your articles concerning female stereotypes. If there is, jot this idea down in the center of your mat. If there isn’t, jot down what stereotypes you did find in the center of the

mat.

STEP THREE:

  1. Share out/class discussion. Consider the following points:
  2. How have women been perceived and illustrated over time
  3. How do your personal experiences act as a basis for your biases?
  4. How has the role of women changed in literature that you’ve read?

STEP FOUR:

  1. In your groups, you should now develop a thesis that answers the following question:
  2. What does our art (films, statues, paintings etc) say about females/us?
  3. Ex. Of possible thesis statements (YOU CAN’T USE THESE ):Society locks women into certain gender roles and art (literature, film, etc) illustrates this reality

STEP FIVE:

  1. Now that we have a thesis, we need to develop three questions that we need to have answered in order to prove this thesis true.
  2. Ex. Why would society do this? Does art ever challenge these roles? What are the roles that society enforces? Does society reflect what we are or does society say what we are?
  3. If one of these are relevant to your question, you may use ONE, but two must be created by your group. Brainstorm some questions below and decide on THREE to write into your Inquiry Chart (on next page)

STEP SIX:

  1. In preparation for Socratic Seminar, we’ll be reading three pieces from American Literature that should help you answer your three questions. As we read them, record information you find to answer your questions on the attached Inquiry Chart.
  2. The Waltz
  3. Desiree’s Baby
  4. The Yellow Wallpaper

INQUIRY CHART:

Our Thesis statement:______

Ques. 1 / Ques. 2 / Ques. 3
What I think I know about the question…
Source 1
Title:
Author:
Source 1
Title:
Author:
Source 1
Title:
Author:
Summary of information
  1. CCSS.ELA-Literacy.W.11-12.7
    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.
  2. CCSS.ELA-Literacy.W.11-12.9
    Draw evidence from literary or informational texts to support analysis, reflection, and research.
  3. CCSS.ELA-Literacy.RL.11-12.9
    Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CULTURE)