Feminist Perspective
Name: Gianna Zenere
Course/Grade Level: AP Literature; 12th
Content Area: English
Lesson Focus/Topic: Feminist Perspective/Theory
Essential Question(s):
 Is it important to apply the lens of the Feminist Perspective to text?
 How does society cultivate the connotations associated with Feminism?
 How can this specific perspective help/not help you become a more informed and aware
citizen?
Materials and Resources Required**:
Teacher: internet, projector, PowerPoint presentation, media examples,
Student: notebook, writing utensil, phone or laptop (optional),
Lesson Instructional Objectives
(concrete, conceptual, application, critical)
Lesson Assessments
for each objective
(formative & summative)
Students will…
1.
Explain the significance of feminism.
2.
Identify aspects of texts by using the
feminist perspective.
Etc.
1. Discussion and participation based on
the media examples that will allow them
to explore the impact of the feminist
perspective and how it is applicable to
daily life.
2. Writing down their thinking when viewing
the texts and implementing this
perspective.
Etc.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set,
how the action is ordered, how the characters are introduced and
developed)
Standards Addressed
(Label and copy)
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
Word cloud, media examples, media ads, presentation of the
declarative knowledge of the feminist perspective, graphic organizer
Texts Used in Lesson for students; small group and whole-class discussions
Academic Language
Considerations
*Phase 1:
Activating and
Connecting
Feminist Perspective; Feminist Movement; Liberal Feminism;
Multicultural Feminism; Psychological criticism; Marxist theory;
Reader-Response theory; Basic Othello understanding; Media literacy
I will write the word “Feminist” on the board. This will begin to set my
purpose for the lesson and begin to build some academic vocabulary
that will be used frequently throughout the lesson. This will arouse
curiosity and creating a word cloud with technology will only further
that since students will be asked to use a technological device to help
me create a comprehensive word cloud that asks the question, “What
do you think Feminist/Feminism means to you?” Once the word cloud
is created, students will be motivated to continue reading the texts
used throughout the lesson because they will see their responses are
relevant and important to our discussion. We will quickly debrief once
the word cloud is completed and this will reinforce the purpose of this
lesson.
UDL: 2.5; 3.1; 3.4; 6.1; 7.1; 7.2; 9.1;
*Phase 2:
Monitoring and
Checking
I will transition the discussion to my presentation of the Feminist
Perspective and give the students a literacy tool, a graphic organizer.
This will help them to monitor their understanding and ask questions
when things become unclear. It will also allow the student to begin
making predictions about what will happen in the next phase. When
presenting the new information to the students via overhead projector,
I will continually check in with students to see how they are applying
their prior knowledge and fleshing out some of the vocabulary that was
used within our word cloud activity. Even though this seems to elude
to a teacher-centered activity since the students haven’t really been
taught this kind of perspective before, I still want the students to be
interactive with me and provide me with some of their ideas and show
me their thinking during this time… whether it be on paper or aloud.
UDL: 2.5; 3.4; 5.1; 5.2; 5.3; 8.3
*Phase 3:
Consolidating and
Reconnecting
In this next phase, we will begin to view a variety of media examples
and apply the feminist perspective. Some of these media texts will be
well-known content and others may be more obscure but still relevant
to their knowledge and daily life. This will help me to see how the
students are solidifying their new knowledge, summarizing ideas, and
most importantly questioning the text. For this activity, I want the
students to participate, if applicable, both in writing and speaking
forms. That way I can see how they are beginning to organize their
ideas and evaluating the information they see by using this
perspective. By having the students display their thinking in writing
form, I will ask them for a quick description of the media text, an
analysis, and conclusion that will put students in the position of
expressing themselves by connecting somehow to the text. This is
significant for the students to realize the relevance because I want to
see how strong the connections they are making to themselves, the
text, and the world around them.
UDL: 2.5; 3.2; 3.4; 5.1; 5.2; 8.3;
*Phase 4:
Extending and
Reflecting
In this final phase, we will begin to review some of the essential
questions. I will be able to see how the students are analyzing this
new information by a whole- class discussion. By having this type of
discussion, it will become a platform for the students to create new
questions directed towards their peers, myself, the mentor teacher,
and even deep, reflective questions. With these kinds of questions
being cultivated in the class, it will push the students to elaborate on
their ideas/opinions by using their prior knowledge/experience and the
new material for the day’s lesson. I will also make a point to relate
some of this information to their reading of Othello and the female
figures within the play. This will prepare them to take this lens while
reading and analyzing Othello.
UDL: 2.3; 3.4; 3.2; 8.3;

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*Annotate the phases of instruction to demonstrate integration of UDL by principle, guideline & checkpoint.
**Include all materials and resources to be used with the lesson.