III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals.

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1 Andrea Walkup Of Mice and Men November 14 th Adapted LAP I. Content: Describe what it is you will teach. What is the content? This lesson will challenge students assumptions about gender by introducing a feminist lens. Students will practice literary analysis by making interpretations about Curley s wife in Of Mice and Men and defending their inferences through textual evidence. Then, they will have to repeat the exercise with Leighton Meester s essay, I m Not a Tart: The Feminist Subtext of Steinbeck s Of Mice and Men. Students will also practice making annotations through close reading groups. After the group work, students will share out their perspectives and the class will discuss gender, reputation, punishment, and the 2016 elections. II. Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class. Students will be able to critically analyze literature from a feminist lens by picking out evidence from the novella and an article. Students will understand Steinbeck s book in a more deep and intentional way and begin to question and consider authorial intent: Did Steinbeck construct Curley s wife to reinforce or criticize social gender norms and marginalization? III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals. Students will learn how to analyze literature from a feminist lens by reading a feminist critique of audience s reaction to Curley s wife. Students will evaluate their prior knowledge and assumptions about gender, reflect on their identities and social positioning, and critique whether society or nature affects these gender roles. By close reading, creating a T-chart, and a class discussion, students will learn to make personal and analytical connections to the texts as well as practice writing as a way of thinking. Students will develop communication skills through group activities and class discussions as well as build on the class s sense of trust and respect. Students reading comprehension will develop by looking at the primary text and an essay analyzing the book, or in this case, play. IV. Assessment: Describe how you and your students will know they have reached your learning goals. Throughout the lesson, I will be able to roam around the classroom, listening in and checking in on groups to assess comprehension and act as a mediator. Students will share out their group s consensus on the character, so through discussion, I can determine whether they fully engaged or understood the essay. Furthermore, all students will turn in their handout and classwork, which I will assess for development of thought and comprehension. V. Personalization and equity: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student

2 and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported? For EL and IEP students, I have provided a graphic organizer in the form of a T-chart. Also, students will discuss with their group members and have an opportunity to write out their thoughts rather than having to express their ideas on the spot. I believe this extra step will help quieter students and EL students because they can have something to read, which they have already given considerable thought and time to convey their ideas. Also, for quieter, highachieving students, all groups will have to present their ideas, so the formulaic aspect of the discuss will push those who feel intimidated to initiate conversation. All students despite their categorical classification seem to respond positively and request group work, so ideas can flow freely and safely between small groups. I will move around the class before the class discussion, so I can provide additional emotional and academic support and scaffolding, if needed. VI. Activity description and agenda a. Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding. (This activity will take a day and a half) Time Activity 5 minutes Settling down; review of instructions 10 minutes Students write their opinions of Curley s wife prior to feminist lens minutes Students will fill out left side of T-chart minutes Read and annotate Leighton Meester article 10 minutes Students will fill out right side of T-chart 10 minutes Group share out 20 minutes Discussion b. What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them? Students have difficultly feeling dislike for a character and being sympathetic towards them. Already students have expressed hatred and beliefs that Curley s wife deserved to die. I have tried to preemptively prepare them for a feminist critique through the character charts, Socratic seminar questions and discussion, and describing stress reactions and accountability. Some students have since come to Curley s wife s defense, so I believe those students can offer a valuable voice of dissent. VII. List the Massachusetts Learning Standards this lesson addresses.

3 RL : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL : 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. RL : 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. RI : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI : Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. W : Draw evidence from literary or informational texts to support analysis, reflection, and research. SL : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL : Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and learning goals, in what ways was the activity(ies) successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time? Overall, I believe that the activity was successful in helping students think critically about gendered assumptions and characterization. The students were given an opportunity before the activity to express their opinions about the controversial character and most of these interpretations were overwhelmingly superficial and unflattering but the activity prompted them to provide reasons and evidence to support their claims and reactions. I think this is an important skill to learn and practice, but I think that I could have further helped all students, and especially ELLs, by providing relevant excerpts of the book to analyze than having them flip through the entire book. However, it was encouraging to observe students help each other find

4 rich passages, contribute definitions to dialect slang, and debate significance. I always try to construct groups that inspire scaffolding and collaboration by organizing diverse groups. I try to position myself more as a facilitator than an imposer of knowledge. I want students to discover their interpretation and practice skills through trial and error and group inspiration, while I step in when necessary as I am rotating around the room. I believe this philosophy ensures greater comprehension, but I believe that I could do more to frame the lessons to guarantee their success. While I had in a previous lesson modeled annotation, I neglected to refresh their memory and help reinforce the metacognitive strategy that I had tried to build. Those students who did annotate provided me an opportunity to see what phrases and ideas capture their interest as well as confused them. I could have also provided more context to the Leighton Meester piece because the students struggled to follow her argument and her role as Curley s play in the Of Mice and Men play adaption. Furthermore, I could model what I expected their work to look like before the activity began. Though I did go around to each group to model the activity individually and provide unique guidance, the class would have benefitted from efficiency and students from additional strategies and insight. To help English Language learners, I provided graphic organizers to help them organize and visualize their thoughts. The students positively expressed that the T-chart (with the book s representation of Curley s wife on the left side and the Leighton article s interpretation on the right) facilitated an analytical critique of her character. The worksheet and corresponding thinking and writing prompts allowed students to conceptualize their thoughts prior to discussion, which allow EL students to participate in a large conversation. I have learned that more students are able to participate because they were given ample amount of time to build on their ideas safely with their small group peers and notate their thoughts before they are asked to speak to the class. I had only budgeted twenty minutes for the

5 post-activity discussion, but it actually expanded into a fifty-minute conversation the following day! Students discussed whether John Steinbeck is racist or sexist, the definition of power and hierarchy, whether marginalized groups act as allies or enemies, society s acknowledgement of racism and sexism, and double standards. As the conversations were student generated, all students willingly contributed and spoke. The following day, I wrote reflection starter questions based upon the issues the students rose. b. What did you learn from the experience of this lesson that will inform your next LAP? I learned that graphic organizers and collaborative groups help stimulate focused thought and discussion. However, I also learned that to better support my English Language learners, I needed to more explicitly frame texts with context prior to the lesson. Although, I wanted my students to richly interact with fiction and nonfiction texts, I should be aware that difficult words are not the only obstacle for reading comprehension. Pauline Gibbons suggests that I might introduce pre-reading strategies such as trying to frame the nonfiction article with key words, a narrative, or by providing summaries (Gibbons 88-90). I could provide more margin questions, a technique I have used and found successful (Gibbons 94). However, the basis of this lesson was to prompt critical thinking of the primary text, Of Mice and Men. Students seemed to find the idea of scrutinizing the author and characters and connecting these literary themes to their lives and the problematic aspects of society (Gibbons 98-9). The t-chart graphic organizer helped prompt postreading comprehension (Gibbons 100). Furthermore, annotation is a wonderful skill, but I need to model it more than once for students to understand how to use it and why it can serve as a reading and writing tool. This lesson taught me how much I have learned, and yet, how much I still have to grow as an urban school practitioner.

6 Work Cited: Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, Print.

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