1. relationships with teachers, peers, and family affect a students' emotional health and well-being
2. cross curricular ties
2.1. health
2.1.1. strong social relationships have been linked
2.2. literature
2.2.1. classic novels that have social commentary in them: The Great Gatsby, The Scarlet Letter, Invisible Man
2.3. culture
2.3.1. of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society. a group of people with similar values and beliefs.
2.4. Narrow Concept
2.4.1. Social Critique/Commentary in "The Yellow Wallpaper" by Charlotte Perkins Gilman
2.4.1.1. break the students up into groups and have them read a section of the story. They will annotate the story and write down any insights. The class will come together and one student from each group will share what they’ve read.
2.4.1.1.1. the class will discuss what they think the message/theme of the story is. The students will go back to their groups and write a claim. One student from each group will write their group’s claim on the white board.
2.5. pre-assessment
2.5.1. Text Dependent Questions
2.5.1.1. General Understandings: What do you learn about the narrator and her husband in the introduction?
2.5.1.1.1. Key Details: How does the author document the narrator’s mental deterioration? How can you, the reader, see that progression?”
2.6. post-assessment
2.6.1. Students will identify a theme or motif in "The Yellow Paper." They will write a four-page essay or create a loom presentation they can turn in.
2.6.1.1. Paper Rubric
2.6.1.1.1. Students will create a complex thesis.
2.6.1.1.2. Students will capture evidence from the text.
2.6.1.1.3. The tone is professional with little to no grammatical errors.
2.6.1.1.4. The essay is four pages and in MLA8 format.
2.6.1.1.5. Student demonstrates understanding of complex and non-complex characters
2.6.1.2. Loom Video Presentation Rubric
2.6.1.2.1. Within 5-8 minutes long.
2.6.1.2.2. Students will present a complex analysis.
2.6.1.2.3. Students demonstrate understanding of complex and non-complex characters.
2.6.1.2.4. Their presentation is visually entertaining and informative.
3. Developmental Attributes
3.1. sixteen to seventeen years of age
3.1.1. Attention Span
3.1.1.1. 10 minutes to read assigned section of story
3.1.1.1.1. 5 minutes to discuss what they want to write on the whiteboard
3.1.1.2. average attention span of sixteen to seventeen year old's is 32 to 48 minutes
3.1.2. Interest
3.1.2.1. Relevance
3.1.2.1.1. sixteen to seventeen year old's are becoming more aware of world affairs, social norms, unfairness, etc. They can read and observe any social commentary or critiques "The Yellow Wallpaper" makes
3.1.2.1.2. a student's relationship with peers, teachers, and family members have a significant impact on their performance in school. it improves their school connectedness, which decreases a student's desire to engage in risky behavior.
3.1.3. Peer Group
3.1.3.1. sensitivity to social issues, such as sexism
3.1.3.2. some male students might have trouble relating to the themes
3.2. gender
3.2.1. boys
3.2.1.1. energetic, physical, need for movement, needs structure, impulsive.
3.2.2. girls
3.2.2.1. introspective, concerned with body image, the romanticization of relationships, confidence may suffer or increase
3.3. Gender Neutral Trends
3.3.1. Piaget
3.3.1.1. ability to draw conclusions about situations that cannot be directly perceived
3.3.1.1.1. although students did not live during the nineteenth century, they can draw conclusions about social norms and practices during that time based on secondary sources.
3.3.1.2. ability to envision alternatives to social practices
3.3.1.2.1. students can imagine what it would've been like if men and women's roles were reversed in the nineteenth century.
3.3.2. Vygotsky
3.3.2.1. language plays a powerful tool in shaping thought
3.3.2.1.1. students can talk to their group and then the whole class as they develop opinions and ideas on the text. others' insights may help them develop some of their own.
4. Correlational Features
4.1. students might think that all nineteenth century women felt oppressed and were feminists
4.2. students might not be aware of the varying lack of rights that different woman had based on their race and social class
4.3. students might think that all Victorian women were housewives, when up to 98% of married women were engaged in wage labor.
4.4. Defining Features: nineteenth century/Victorian women had little to no rights
4.4.1. positive
4.4.1.1. nineteenth century feminist literature, Seneca Falls, Women's Suffrage
4.4.2. negative
4.4.2.1. controlling relationships with men, very little legal rights, rigid social norms
4.4.3. Possible misconceptions
4.4.3.1. overgeneralization
4.4.3.1.1. Women had absoloutely no autonomy whatsoever
4.4.3.2. undergeneralization
4.4.3.2.1. White women had rights. It was only women of color who didn't have rights.
4.4.3.2.2. White women had rights. It was only women of color who didn't have rights.