Lesson Plan 3

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Lesson Plan #3


I. Introduction
Title of Lesson: Women can change perception.
Grade Level: 11th grade
Projected Length: 3 days
Big Idea for Unit: Change
Essential Question for Unit: How can change affect a society?
Enduring Understanding for Unit: Change is essential for advancement.

II. Instructional Objective
1) Understand:
  • Students will understand that change is essential for progression as well as expression.
2) Know:
  • Students will know how characters and people experience similar changes.
3) Do:
  • Students will list examples of changes in a person’s life.
  • Students will compare and contrast the changes in a female's role made in the 1920’s and now.
  • Students will determine how change effected these characters (based off readings).
  • Students will create an alternate ending to the story.

III. Aim

What effects can change have in a person and character’s life?

IV. Procedure

1) Pre-Assessment:
The students will be asked several questions in a survey on their knowledge of characterization. Some of these questions include: What are some changes that occur in a person’s life? List them. If you were that person what would you do? Explain why. What does a person need for this change? How would it affect them? How can you relate?

2) Overview:
Day 7:
  • They will first complete the anticipation guide.
  • Anticipation Guide .doc
  • Once they are done, we will begin to discuss how what they placed and how they came to that conclusion.
  • We will then do a review of characterization: Characterization is the method used by a writer to develop a character. The method includes (1) showing the character's appearance, (2) displaying the character's actions, (3) revealing the character's thoughts, (4) letting the character speak, and (5) getting the reactions of others.
  • The teacher will then show the prezi to the class for a brush-up on characters.

  • We will then discuss how would a favorite character of their's would react to what was give in the anticipation guide.

  • Then I will introduce one of the texts that we will be using- Me and My Flapper Daughters, W.O. Saunders. This is a personal narrative of a father who does not agree with how his daughters are portraying themselves.
  • We will read it together in class.
  • The students will break up into groups of three and create a character chart for all of the characters. The first column would be the trait, the second column would be the action they took to create the trait and the third column would have the quote proving their conclusions.
  • Whatever they don't finish in class becomes homework.

Day 8:

  • We will begin the session by discussing if they ever did something that their parents did not agree with. How did they react? Why did you do it? Why did it upset them?
    • We will follow this up with a discussion about the text: Why did the daughters of this man act out? Why did they not want to follow the “lady-like” rules? How did this affect their father as well as themselves? What does this tell you of the 1920’s?
    • We will then show the YouTube video about women that spoke out for change.
  • The students will then break off into groups of three, no more than four, to create a Facebook page for a character in the story. The students must complete the info tab, which includes work and education, arts and entertainment, and activities and interests. This activity will allow for a deeper understanding of the characters in the text and help the students come to conclusions about the character as well as what occurred during the Roaring 20's.
  • I will demonstrate voice threading in my class as well as assign it for homework in relation to the text they read and to characterization.
  • I will then introduce our next text by F. Scott Fitzgerald, Bernice Bobs Her Hair through a Prezi presentation. This is a short story about a girl that decides to change herself so she may become as popular as her cousin. Yet this backfires as her cousin tells her to bob her hair since she has everyone she would. Bernice then bobs her hair, but is no longer popular because of its horrendous appearance. Bernice then bobs her cousin’s hair as revenge and then leaves for home.
  • If there is time, we can read aloud and excerpt from the short story.

  • For Homework: Students will separate create a voice thread to a picture given or their choice and leave their opinion on voicethread.com in relation to the texts read. They can choose to leave a video or a vocal response. For example, the ladies in the photo reflect those in the story by being proud of their clothes and hairstyles.


first.gif.jpeg


Day 9:
  • We will discuss the opinions that the students shared and group them into similar categories. In each related grouping, we will come to conclusion on how the picture is similar to how the characters comport themselves. We will also discuss the factors that inspired change into those characters.
  • I will then take about 10 mins. To do a mini-review on Wikis.
  • The class will briefly compare and contrast how women are perceived during the 1920’s and now using women using the texts that we have read and discuss it on the class wiki.
  • Guide:
Women Then and Now.doc

  • The students will break up into groups of three and create an alternate ending to Bernice Bob's Her Hair using the perception of women we have today. They will use the rest of the class time to create a story. There will be specific duties they must take on: the scribe, the typist, and the presenter.
  • The teacher must walk around the to see if the duties are properly delegated and make sure that the students are on-task.
  • All assignments will be presented tomorrow. It is then we will discuss on how the changes affected the story.


  • We will address any additional questions for the assessment due tomorrow.