Lesson+Three

==Lesson Three - Feminist Theory Again, you say the same thing over and over again--this lesson is like the others--no content. What are you teaching? No reader can tell. This is not a lesson plan you could expect an observer/supervisor/administrator to evaluate positively. You must teach....and none of these lesson plans show that you understand that. ==

**Context** Students have begun their unit on John Green's novels. They will use their understanding of Feminist theory.

**Objectives** //Short-range objective:// ** Students will be able to define character development **.???? ** (This is the same objective you used in the last lesson plan???) **

//Long-range objective:// Students will be able to apply their understanding of character development to comprehend how a character is constructed in a novel.

**Rationale** 1) Administrators: The students will use their knowledge to develop their understanding of Feminist theory through how that character develops and is constructed. They can apply this knowledge to any text they may read in a future State exam.

2) Students: Understanding Feminist theory is key to understanding how any author is using gender stereotypes within any given text. Understanding and application of Feminist theory will deepen understanding of discourses and breaking through the walls of society enforced gender norms.

3) Critical Pedagogues: In order to be a practicer of critical literacy, understanding how Feminist theory is key. Allowing students to break through the wall of accepting any way a character is created and constructed, and beginning to question why and how an author created a character the way they did will further enhance their critical literacy.

**Background Knowledge and Skills** Students already have a base knowledge of Feminist theory. They will further develop this by juxtaposing their knowledge and the definition of Feminist theory with social construction for the female young adults in Green's work.

**Standards** RI. 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., section or chapter).

**Summary** Students will come to class prepared to discuss the short story they have read for class “The Great American Morp” by** (Why are all of your lessons on short stories and not any of the novels?) ** John Green in //21 Proms//. They will review Feminist theory before beginning Socratic seminars. In the seminars, students will discuss and find specific examples to display how Green is constructing females in the text. Students will then infer what this construction is saying about female adolescents as viewed through a Feminist theory lens.

**Procedure** ** The HOOK Megan is not what students bring to class. It's the jazz/magic you're going to perform at the beginning of class to hook students. ** 1) Anticipatory Set: Students will have read and annotated the short story they read for homework the previous class. They will bring the story with them to class to use in the discussion. Students have learned about character development in previous classes. Students will build off this knowledge to understand how and why Green is developing characters the way he is. ** You have not had an anticipatory set in any of your lesson plans. **

2) Instruction: Students will answer basic questions about Feminist theory. They will define the term and then cite examples of Feminist theory being reinforced, or not, from previous reading they've done. The teacher will provide two examples to start the students off with their discussion. The examples will consist of one quote that positively portrays females and one that negatively portrays females, to show students that either is acceptable when viewed through a Feminist lens. ** Megan, quotes don't "show" or "tell" a feminist perspective??? Again, you have not developed any content here--none--how/why apply a feminist lens to this story and what is it you want students to be able to do with a feminist lens and this particular story? **

3) Guided Practice: The students will now cite examples, with at least three students answering out loud. This will show that they understand how Feminist theory works and can move on to their individual discussions.

4) Independent Practice: After the students have properly reviewed the theory, they will break up into Socratic seminars. There will be four groups with five or six students per group. The pre-selected leader will begin the discussion and the students will talk about their understanding of Feminist theory. Each group will be assigned one of the female adolescents in the short story to track her female construction with. They will share out one quote from the text that shows how the character is portrayed as a female.

5) Closure: The class will draw conclusions based on their new understandings and insight through class discussion. We will discuss how the specific gender construction that Green has used for his characters conforms or confronts societal norms of how adolescents females should or ought to be and act. Students will infer as to what this development shows about what Green is saying to and about adolescent females. Students will take notes on what they see when critically examining Green's gender development choices for his characters to use in future critical readings of his other works.

**Special Notes and Reminders to Myself** None.

**Materials and Resources Needed** - handout with five examples of Feminist theory as viewed in previous texts students read in class - extra copies of the short story for students who may not have their copy

**Accommodations for Students with Special Needs** None.

**Assessment of Student Learning** The assessment of learning is informal. I will not be assigning homework, but walking around the room to make sure the students are on the right track to understanding Feminist theory.

**Reflection on or Evaluation of Lesson**