Mini Work Sample Teaching Unit: Women Writers in American Literature
By
Kristin Friedrich
February 27, 2012
EDU 342
Instructor: Dr. Gina Shelley
1
Introduction
This unit is a survey of female authors of American Literature. Selections studied for this
unit include a short story, one-act play, and several poems. Women’s pieces are often left out of
the canon of “great American Literature”, so I believe it is important to introduce students to
some of those “forgotten” pieces. Throughout my lessons, I introduced new strategies such as
creating a scavenger hunt for Trifles and having students modernize a love poem they read. For
this unit, I chose to have my students complete an essay exam for their final assessment. This
will allow the students to assess what they have learned throughout the unit, analyze that
information, and evaluate what it means in the world of Literature and in their own lives.
2
Table of Contents
Section 1: Contextual Factors
4
Section 2: Assessment Plan
8
Section 3: Unit Plan Overview & Calendar
11
Section 4: Lesson Plans
Lesson1: Influential Women of Literature
14
Great American Woman Authors List
16
Biographical Information Handout
17
Lesson 2: Short Stories-Irony
18
Irony in “The Story of an Hour” Worksheet
Lesson 3: Drama-Inferencing
20
21
Trifles Inferencing Sheet
23
Scavenger Hunt Instructions
24
Lesson 4: Poetry-Theme
25
Poem Handouts
27
Poem Handouts in Spanish
29
Modern Love Poem Directions
31
Section 5: Assessment
Lesson 5: Analyzing Ideas in Women’s Literature
32
Women’s Literature Essay Exam
34
Answer Key
36
6+1 Writing Traits Rubric
38
3
Contextual Factors
For my Specific Methods Practicum, I am observing and teaching at Riverdale Middle
School in Port Byron, IL. This is my first experience at the middle school level. Even though I
have only been on-site one time, I already really enjoy working with this age of students.
Although Riverdale is comprised of students from several different surrounding villages and
towns (Port Byron, Rapids City, Cordova, Hillsdale, Joslin, and East Moline), the population of
Port Byron, which is where the school, is located is around 1500 people.
Riverdale Schools are public, with around 1200 students K-12. The middle school is
home to grades 6-8, and it houses around 275 students. Most of the students at Riverdale come
from white, farming families or families that commute to the Quad Cities for work. On the topic
of student diversity, my cooperating teacher, Kim Verbeckmoes, said: “You’ll see mostly white
students. There are only a few minority students in the Riverdale School System.” Around one
quarter of the students come from a low-income family. The school is linked to a support
organization, Ann’s Helping Hands, which helps supplement resources for the students who
come from lower income families.
As I mentioned before, I am completing my practicum with Kim Verbeckmoes, who is
the Language Arts and Reading teacher for 6th grade. She has three sections of students that
come in during the morning for Language Arts instructions; then, the same students return, often
in a different group makeup, for Reading instruction in the afternoon. Until this year, she and
another teacher shared the responsibility of teaching 6th and 8th grade Language Arts and
Reading.
The number of students in her classroom at any given time is generally around 25.
Because Kim has three inclusion students in her classes, she has a daily RTI for two of those
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students, while the other student goes to the resource room. For the most part, students are at 6th
grade reading level. Because the disabilities of the students in her class are not very severe,
students are generally given the same assignment but given more time or asked to only do a
portion of what is assigned. There are several gifted students in Kim’s classes, so she tries to
incorporate enrichment activities for those students. There are four para-educators that work at
the middle school and one certified Special Education instructor. The para-educators are present
in the classes with a greater number of inclusion students in them.
Because there is only a slight variation in the reading levels of her students, Kim uses
mostly verbal-based lesson plans, with many visuals. Her classes generally take on the form of a
short, interactive lecture followed by guided and independent practice of whatever skill she has
taught in Language Arts. She likes to make use of Think Pair Shares, which seem to be very
helpful for the younger students to gather their ideas. I have yet to observe her Reading class;
however, she said that she rarely uses the Basal Readers that she is provided. Instead, she uses
supplemental materials for her students to read. According to Kim, she uses her SMARTBoard
on a daily basis and would not know what to do without it. Kim presents her lessons and adds
notes to her lessons throughout, using SMARTBoard technology. She has five computers for
student use within her classroom. If the entire class needs access to computers, she may also use
the LRC, depending on availability.
When I asked Kim about her classroom rules, she replied: “You’ll notice I don’t have any
rules posted. Basically, I just run my classroom on the principle of respect.” Although she does
not have a specific page up titled “Rules”, there are posters around her room with sayings such
as: “Respect”, “The word LISTEN contains the same letters as SILENT”, and “Polite is right”.
5
The security at Riverdale is up to par or better than what I have seen at my other
observations. They have several cameras throughout the building. In order to enter, a visitor
must buzz into the main office and then pick up a visitor’s badge. There is a police officer that
travels between the three schools in the district, which are all right next to one another.
Although I have only observed with Kim once so far, I believe I am really going to like
my placement. I enjoy working with the younger students. Although racial diversity is lacking,
it will still be very important to incorporate multicultural literature into the curriculum in order to
reach some of the minority students. Furthermore, since there are some inclusion students in the
classroom, I will need to pay special attention to them and make sure to provide them with
separate instructions when necessary. Because the students are used to viewing their lessons on
the SMARTBoard, I am going to try to use that during my lessons. However, I would also like
to have them working in small groups a little bit more. Finally, I have noticed that this age of
students still requires a lot of reminders and repetition, so I will need to remember to continually
reinforce what the students are learning.
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Assessment Plan for Women’s Literature Unit
American Literature/Grade 11
Miss Kristin Friedrich
Curricular Goals (National, 21st Century)
1.
2.
3.
4.
5.
6.
National Standards:
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
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).
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
District Benchmarks:
1. Benchmark 2: Read and interpret a wide range of literature to build an understanding of
the many dimensions of human experience.
21st Century Standards:
1. Communicate and work productively with others, incorporating different perspectives
and cross cultural understanding, to increase innovation and the quality of work.
2. Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
8
Unit Goals & Objectives:
1. SWBAT fill out questions provided about an assigned woman writer, using
www.online-literature.com.
2. SWBAT reflect on at least three text-supported instances of irony in Kate Chopin’s “The
Story of an Hour” using the graphic organizer provided.
3. SWBAT create a scavenger hunt, using their inferences sheet in order to guide the male
characters in Trifles to solve the “mystery”.
4. SWBAT create a Valentine by modernizing the text of one of the poems discussed in
class today.
5. SWBAT write four essays displaying their knowledge of concepts in women’s literature,
receiving a score of at least 80%.
Background:
Up to this point in the students’ American Literature course, they have read literature written by
key players in both Colonial and Early America. Given the period of time, the literature
provided (although offering prospective from Native American, African Americans, and
European Americans) has been male dominated. As the United States expand and change,
women are becoming more vocal in society, so we are now turning the focus to a variety of
woman authors.
Following the unit on women’s literature, students will continue to learn about the influence a
multitude of diverse voices that make up the canon of American Literature. Directly after this
unit, they will be concentrating on the Harlem Renaissance and then moving on to more modern
literature, where women will continue to be included.
Lesson 1:
Biographical research of selected author-Formative
Essential Question: How have women contributed to American Literature?
Rationale:
By researching a particular woman author, students will be able to develop
concepts relating to Women’s Literature on a more personal level. Doing so will help them gain
exposure to a variety of human experiences. I will use information the students have gathered in
order to connect future pieces to authors they have become familiar with.
Lesson 2:
Situational Irony Graphic Organizer-Formative
Essential Question: How is irony used in “The Story of an Hour” to show the captivity of
women during the period when Kate Chopin was writing?
Rationale:
This assessment allows students to both be exposed to very popular Women’s
Literature (probably one of the most popular short stories) while also focusing on how an author
9
creates irony. Then, they can determine how Chopin’s decision to use irony affects her writing.
This will show me that the students are able to separate the author from the speaker and that they
are able to understand why an author makes certain decisions.
Lesson 3:
Scavenger Hunt Clues-Formative
Essential Question: What do women add to the conversation of American Literature? How do
they differ from men?
Rationale:
Reading “Trifles” lets students be exposed to drama while actually getting into the
minds of women. By mapping the “trifles” that the lead characters come across, students are
practicing their inferencing skills and seeing the differences between male and female
perspectives. If students are not grasping the importance of the varying perspectives, they will
encounter it again in the following class.
Lesson 4:
Modernized Poem Valentines-Formative
Essential Question: What are some common themes throughout years of women’s poetry?
Rationale:
There is quite a substantial amount of poetry to represent women throughout the
course of time. While not all poetry is “love” poetry, there is a vast amount of it. Since this
lesson will be on Valentine’s Day, the students will be viewing poetry that deals with the theme
of love and turning aged words about a timeless topic into more modern valentines. A review
session will be held at the end of the period to discuss any questions students may have.
Lesson 5:
Essay Exam-Summative
Essential Question: How have women contributed to literature over the course of time?
Rationale:
By answering a few essay questions, students will be asked to consider and
explain themes throughout Women’s Literature, discuss the differences between the male and
female perspective, and give an account to the role Women’s Literature has played throughout
history. Based on the students’ test scores, I will provide additional lessons over Women’s
Literature by integrating it into future units.
10
OVERVIEW OF PRACTICUM LESSONS
Name:
Kristin Friedrich__________________________________________________
Grade Level: 11th ____________________
Subject: English-Women’s Literature________
Overall Goal(s)
National Common Core Standards
Standards &
7. RL.11-12.2. Determine two or more themes or central ideas of a
Benchmark
text and analyze their development over the course of the text,
Referenced from
including how they interact and build on one another to produce a
Clinton Schools
complex account; provide an objective summary of the text.
Website Reference
8. RL.11-12.3. Analyze the impact of the author’s choices regarding
to IOWA Core
how to develop and relate elements of a story or drama (e.g.,
Curriculum
where a story is set, how the action is ordered, how the characters
are introduced and developed).
9. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenthand early-twentieth-century foundational works of American
literature, including how two or more texts from the same period
treat similar themes or topics.
10. RL.11-12.10. By the end of grade 11, read and comprehend
literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed
at the high end of the range.
11. W.11-12.1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
12. SL.11-12.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
Clinton Community School District Standards
Reading Standard: Students read and interpret a wide range of print and
non-print texts to build understanding and achieve personal fulfillment.
Benchmarks
Benchmark 2: Read and interpret a wide range of literature to build an
understanding of the many dimensions of human experience.
21st Century Standards:
 Communicate and work productively with others, incorporating
different perspectives and cross cultural understanding, to increase
innovation and the quality of work.
 Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities.
11
Lesson #1
Date: 2-6-2012
Topic: Influential Women of
Literature
Lesson #2
Date: 2-8-2012
Topic: Short Stories-Irony
Lesson #3
Date: 2-10-2012
Topic: Drama-Inferencing
Objective: SWBAT fill out
questions provided about an
assigned woman writer, using
www.online-literature.com.
Objective: SWBAT reflect on
at least three text-supported
instances of irony in Kate
Chopin’s “The Story of an
Hour” using the graphic
organizer provided.
Objective: SWBAT create a
scavenger hunt, using their
inferences sheet in order to
guide the male characters in
Trifles to solve the “mystery”.
Materials/Resources:
 Computers
 List of Women Writers
 Biographical
Information Handout
Materials/Resources:
 Irony Note-taking
sheet
 “The Story of an
Hour” (in textbook)
 Situational Irony
Graphic Organizer
Materials/Resources:
 Inferences Sheet
 Construction paper
 Crayons, markers,
colored pencils
Learning Activities:
 Give Prezi over
selected women
writers (students take
notes)
 Allow students time to
research their assigned
author
Assessment Strategy:
Biographical research of
selected author-Formative
Learning Activities:
 Define and give
examples of the three
types of irony
 Partner read “The
Story of an Hour”
 Fill out graphic
organizer in partner
and discuss as large
group
Assessment Strategy:
Graphic Organizer-Formative
12
Learning Activities:
 Discussion on
inferences
 Read aloud/act out in
class
 Take note of “trifles”
 Create clues for a
scavenger hunt, using
the inferred trifles
Assessment Strategy:
Scavenger Hunt CluesFormative
Lesson #4
Date: 2-14-2012
Topic: Poetry-Theme
Lesson #5
Date: 2-16-2012
Topic: Analyzing Ideas in
Women’s Literature
Objective: SWBAT create a
Valentine by modernizing the
text of one of the poems
discussed in class today.
Objective: SWBAT write
four essays displaying their
knowledge of concepts in
women’s literature, receiving
a score of at least 80%.
Materials/Resources:
 Poem handouts
 Construction paper
 Crayons, markers,
colored pencils
Materials/Resources:
 Bluebooks
Learning Activities:
 Take notes about
determining theme
 Read “At Last”, “Love
is Enough”, and “To
My Dear and Loving
Husband”
 Create Valentines
Learning Activities:
 Review for Test (15
min.)
 Take essay test (60
min.)
Assessment Strategy:
Modernized Poem ValentinesFormative
Assessment Strategy:
Essays-Summative
13
Influential Women of Literature Lesson Plan (Day 1)
College of Education
Ashford University
Miss Kristin Friedrich
Subject:
11th Grade American Literature
Topic:
Influential Women of Literature
National Common Core Standards:
13. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
21st Century Standards:
 Information, Media, and Technology Skills
Strategy: Lecture/Note-taking, Computer Research
Objective:
 SWBAT fill out questions provided about an assigned woman writer, using www.onlineliterature.com.
Materials:
 http://prezi.com/leu-kbl7grmq/womens-literature/
 Computers
 List of Women Writers
 Biographical Information Handout
Accommodations:
 Allow Gaspar to use Google Translate while completing his Biographical Information
Handout.
Anticipatory Set:
 As students enter door, have them write on a scrap piece of paper who their favorite
author is. Have a student calculate the number of women. Discuss results. (5 min)
14
Procedures:
 Present Prezi over women writers (15 min.)
o Have students take notes over presentation
o Tell students that some information may be present on the test
o Relate individuals to the impact they have had on the advancement of women
 Anne Bradstreet: Giving women a voice
 Elizabeth Cady Stanton: Suffrage
 Kate Chopin: Cult of Domesticity
 Maya Angelou: Advancement of black women
 Maxine Hong Kingston: Immigrated Families (Culturally expressive
writing)
 Pass around List of Women Writers sheet; each student writes name next to a different
author (5 min.)
 Have students open link to Biographical Information Handout from Wikipage, so they
can fill out their information electronically
 Show students how to access information from www.online-literature.com (5 min.)
 Allow students time to research their selected author, while facilitating (35 min.)
Closure:
 Ask each student to share an interesting fact about their author. (5 min.)
Evaluation:
 TWC that students have filled out questions provided about an assigned woman writer,
using www.online-literature.com.
15
Great American Woman Authors
Willa Cather
Edith Wharton
Emily Dickinson
Kate Douglas Wiggin
Mary Hallock Foote
Virginia Woolf
Kathleen Norris
Gertrude Franklin Horn Atherton
Grace S. Richmond
Amelia E. Barr
Louisa May Alcott
Martha Finley
Laura Lee Hope
Charlotte Perkins Gilman
Annie Fellows Johnston
Anna Katharine Green
Edna St. Vincent Millay
Eleanor H. Porter
Lucy Maud Montgomery
Myrtle Reed
Lucy Fitch Perkins
Laura E. Richards
Alice Hegan Rice
Margaret Sidney
Mary Roberts Rinehart
16
Biographical Information—Women Writers
Author’s Name:
o Using the following guidelines, complete this handout about your selected
American woman author. Use information from www.onlineliterature.com. If there is not enough information available on this site, you
may use Wikipedia to fill in the gaps.
Information to Obtain:
 Date of Birth (At least year):

Date of Death (If applicable):

Where they were born:

Awards (If applicable):

Writing style (Novel, poem, non-fiction, etc.):

At least one interesting fact:

At least three titles of their work:
17
Reading Lesson Plan—“Story of an Hour” (Irony) (Day 2)
College of Education
Ashford University
Miss Kristin Friedrich
Subject:
11th Grade American Literature
Topic:
Women’s Literature-Irony
National Common Core Standards:
14. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
15. 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).
16. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
21st Century Standards:
 Communicate and work productively with others, incorporating different perspectives
and cross cultural understanding, to increase innovation and the quality of work.
 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
Strategy: Lecture/Note-taking, Foldable, Partner read, discussion, graphic organizer
Objective:
 SWBAT reflect on at least three text-supported instances of irony in Kate Chopin’s “The
Story of an Hour” using the graphic organizer provided.
Materials:
 Colored paper for foldables
 Literature and Integrated Studies: American Literature textbook
 Situational Irony graphic organizer
Accommodations:
 Allow Gaspar to use a bilingual dictionary throughout the course of the lesson
18
Anticipatory Set:
 Play “Ironic” by Alanis Morissett and display the lyrics on the SMARTboard. Ask
students to think of a similar situation they have witnessed and discuss, trying to come to
a conclusion on the definition of irony. (5 min.)
Procedures:
 Students take notes on examples of irony and definitions (5 min.)
o Create foldables with definitions and pictures for: irony, situational irony, verbal
irony, and dramatic irony (10 min.)
 Partner read “The Story of an Hour” by Kate Chopin, section by section, stopping to
discuss throughout (15 min.)
o What happened to Mrs. Mallard’s husband?
o What was the role of women at this time?
o Why did Mrs. Mallard say: “…free, free, free…”?
o What do you think is meant by “the joy that kills”?
 Fill in examples of the text, with page numbers, where situational irony occurs on the
graphic organizer (with partner) (10 min.)
o Wept at once over husband’s death rather than being in state of disbelief
o Retreated to room to think of freedom rather than to mourn
o Husband returned alive; she died
o Review other examples students may have
 Draw pictures to correspond with the textual examples on the graphic organizer (with
partner) (10 min.)
 Discuss each pair’s examples (10 min.)
Closure:
 Read “Messy Room” by Shel Silverstein. Have students write on a Ticket Out the Door
slip what makes this poem ironic. (5 min.)
Evaluation:
 TWC that students have reflected on at least three text-supported instances of irony in
Kate Chopin’s “The Story of an Hour” using the graphic organizer provided.
19
Name: ______________________________________________
While reading “The Story of an Hour”, write down passages from the text where irony is found.
Then, draw a picture that depicts the scene.
20
Drama-Inferencing Lesson Plan—Trifles (Day 3)
College of Education
Ashford University
Miss Kristin Friedrich
Subject:
11th Grade American Literature
Topic:
Women’s Literature-Drama/Inferencing
National Common Core Standards:
17. 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).
18. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
19. RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range
20. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
21st Century Standards:
 Communicate and work productively with others, incorporating different perspectives
and cross cultural understanding, to increase innovation and the quality of work.
 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
Strategy: Large group discussion, Dramatic reading, Note-taking, Create scavenger hunt
Objective:
 SWBAT create a scavenger hunt, using their inferences sheet in order to guide the male
characters in Trifles to solve the “mystery”.
Materials:
 Inferences Handout
 Scavenger Hunt Instruction Handout
 Construction paper
 Crayons, markers, colored pencils
21
Accommodations:
 Given the nature of this lesson, Gaspar will be able to hear the text and use picture
representations while creating his scavenger hunt.
Anticipatory Set:
 Share a couple riddles with students and have them make inferences on the topics. (5
min.)
Procedures:
 Discuss inferences, using examples of riddles
 Assign students different roles and sections of Trifles (5 min.)
 Distribute Inferences Handout
 Do a dramatic reading of Trifles (30 min.)
o While reading, stop periodically and encourage students to take note of examples
of inferencing through the “trifles” in the story
 Jam
 Bread
 Quilt
 Bird cage
 Distribute Scavenger Hunt Instruction Handout
 In partners, create a scavenger hunt according to the guidelines provided (25 min.)
Closure:
 Have each group give one of their clues and allow the class to guess which part of the
text it’s referring to. (5 min.)
Evaluation:
 TWC that students have created a scavenger hunt, using their inferences sheet in order to
guide the male characters in Trifles to solve the “mystery”.
22

Name: __________________________________________
 Trifles-Inferencing

As we read Trifles, take note of different “trifles” throughout the story that you, as
the reader, make inferences about in order to predict who the real murderer is.

Page Number
Trifle (Inference)




23
Name: __________________________________________
Trifles-Scavenger Hunt
Using the inferences that you recorded while reading, create a
scavenger hunt with a partner to guide the male characters in the play to
the murderer. Use the below requirements.
Clues:
 At least five
 Write in riddle form
 Number them
Map:





Use construction paper
Color it in some way (markers, crayons, colored pencils, etc.)
At least five pictures representing the clues
Draw in an organized fashion, following the clue numbers
Show an outline of the path one would have to take to find the
“treasure”.
24
Poetry/Theme Lesson Plan—Selected Love Poems (Day 4)
College of Education
Ashford University
Miss Kristin Friedrich
Subject:
11th Grade American Literature
Topic:
Women’s Literature-Poetry/Theme
National Common Core Standards:
21. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
22. 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).
23. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
24. RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
21st Century Standards:
 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
Strategy: Note-taking, Individual Reading, Valentines
Objective:
 SWBAT create a Valentine by modernizing the text of one of the poems discussed in
class today.
Materials:
 Sample valentines
 Poem handouts
 Instructions for creating valentines
 Construction paper
 Crayons, markers, colored pencils
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Accommodations:
 Provide Gaspar with translated copies of the poems.
Anticipatory Set:
 Bring in several Valentine’s cards. Write up ways to make the valentines more aged. Ask
the students to offer their thoughts. (5 min.)
Procedures:
 Take notes about determining theme (10 min.)
o Decide what the topic of the poem is
o What mood is developed through word choice
 Distribute handouts with poems that will be read in class on them
 Read “At Last”, “Love is Enough”, and “To My Dear and Loving Husband” aloud (10
min.)
 Help students understand what is going on by breaking down any difficult language (10
min.)
 Discuss themes with students after each poem (10 min.)
o Because it is Valentine’s Day, the common theme in the poems is love; select a
few lines from each poem to give evidence of this
 Distribute instructions for creating valentines
 Students work on valentines, individually (25 min.)
Closure:
 Have several students read their valentines and discuss the themes present.
Evaluation:
 TWC that students have created a Valentine by modernizing the text of one of the poems
discussed in class today.
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Valentine’s Day Poems
“At Last”
“To My Dear and Loving
Husband”
Author: Elizabeth Akers Allen
At last, when all the summer shine
Author: Anne Bradstreet
If ever two were one, then surely we.
If ever man were loved by wife, then
thee;
If ever wife was happy in a man,
Compare with me ye women if you
can.
I prize thy love more than whole
mines of gold,
Or all the riches that the East doth
hold.
My love is such that rivers cannot
quench,
Nor ought but love from thee give
recompense.
Thy love is such I can no way repay;
The heavens reward thee manifold, I
pray.
Then while we live, in love let's so
persevere,
That when we live no more we may
live ever.
That warmed life's early hours is
past,
Your loving fingers seek for mine
And hold them close at last at last!
Not oft the robin comes to build
Its nest upon the leafless bough
By autumn robbed, by winter chilled,
But you, dear heart, you love me
now.
Though there are shadows on my
brow
And furrows on my cheek, in truth,
The marks where Time's remorseless
plough
Broke up the blooming sward of
Youth,
Though fled is every girlish grace
Might win or hold a lover's vow,
Despite my sad and faded face,
And darkened heart, you love me
now!
I count no more my wasted tears;
They left no echo of their fall;
I mourn no more my lonesome years;
This blessed hour atones for all.
I fear not all that Time or Fate
May bring to burden heart or brow,
Strong in the love that came so late,
Our souls shall keep it always now!
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Love is enough. Why should we
strive for power?
It brings men only envy and
distrust.
The poor world's homage pleases
but an hour,
And earthly honours vanish in the
dust.
The grandest lives are ofttimes
desolate;
Let me be loved, and let who will
be great.
Love is enough.
“Love is Enough”
Author: Ella Wheeler Wilcox
Love is enough. Let us not ask for
gold.
Wealth breeds false aims, and
pride and selfishness;
In those serene, Arcadian days of
old
Men gave no thought to princely
homes and dress.
The gods who dwelt on fair
Olympia's height
Lived only for dear love and love's
delight.
Love is enough.
Love is enough. Why should we
ask for more?
What greater gift have gods
vouchsafed to men?
What better boon of all their
precious store
Than our fond hearts that love and
love again?
Old love may die; new love is just
as sweet;
And life is fair and all the world
complete:
Love is enough!
Love is enough. Why should we
care for fame?
Ambition is a most unpleasant
guest:
It lures us with the glory of a
name
Far from the happy haunts of
peace and rest.
Let us stay here in this secluded
place
Made beautiful by love's endearing
grace!
Love is enough.
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Poemas Día de San Valentín
"Al Final"
"Para mi querido esposo y amoroso"
Autor: Elizabeth Akers Allen
Autor: Anne Bradstreet
Al final, cuando todo el verano brillo
Primeras horas de que la vida es
calentado pasado,
Sus dedos amorosos buscan minas
Y llevaremos cerca, al fin, por fin!
No es a menudo el petirrojo trata de
construir
Su nido en la rama sin hojas
En el otoño de robo, por el invierno frío,
Pero tú, corazón mío, que me amas
ahora.
Si alguna vez dos fueron uno, seguramente.
Si el hombre alguna vez fue amado por la
mujer, entonces de ti;
Si la mujer nunca fue feliz en un hombre,
Comparar con mi mujer oh si es posible.
I premio de tus amores más que las minas de
oro,
O todas las riquezas que el oriental tesoro.
Mi amor es tal que los ríos no podrán apagar,
Tampoco debe, sino el amor de ti dará
recompensa.
Tu amor es como puedo pagar ninguna
manera;
La recompensa cielos colector de ti, te lo
ruego.
Entonces, mientras vivimos, en el amor por lo
que vamos a perseverar,
Que cuando vivimos no más podemos vivir
siempre.
Aunque hay sombras sobre mi frente
Y surcos en mi mejilla, en verdad,
La marca en el arado sin remordimientos
Time
Se rompió la capa de hierba en flor de la
juventud,
Aunque se escapó toda gracia juvenil
Podría ganar o retener voto de un
amante,
A pesar de mi cara triste y descolorido,
Y el corazón oscuro, que me amas ahora!
Cuento con no más lágrimas perdidas;
No dejaron eco de su caída;
Yo llorar no más mis años solitarios;
Esta bendita expía hora para todos.
Me temo que no todo el tiempo o el
destino
Puede traer al corazón de la carga o de
la frente,
Fuerte en el amor que llegó tan tarde,
Nuestras almas lo mantendrá siempre
en el ahora!
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"El amor es suficiente"
El amor es suficiente. ¿Por qué debemos
luchar por el poder?
Se lleva a los hombres sólo la envidia y la
desconfianza.
El mundo pobre homenaje agrada, pero
una hora,
Y los honores terrenales desaparecen en
el polvo.
Los más grandes vidas son ofttimes
desolado;
Déjame ser amado, y dejar que será
grande.
El amor es suficiente.
Autor: Ella Wheeler Wilcox
El amor es suficiente. No pidamos por el
oro.
La riqueza engendra objetivos falsos, y el
orgullo y el egoísmo;
En aquellos días serenos, de la antigua
Arcadia
Los hombres no pensó en casas
principescas y de vestir.
Los dioses que habitaban en la altura
justa de Olimpia
Vivió sólo para el amor querido y deleite
del amor.
El amor es suficiente.
El amor es suficiente. ¿Por qué debemos
pedir más?
¿Qué mayor regalo de los dioses han
concedido a los hombres?
Qué bendición mejor de todo su almacén
de preciosa
Que nuestros corazones cariñosos que
aman y amar de nuevo?
Viejo amor puede morir, nuevo amor es
tan dulce;
Y la vida es justa y completa todo el
mundo:
El amor es suficiente!
El amor es suficiente. ¿Por qué nos
preocupamos por la fama?
La ambición es un invitado más
desagradable:
Nos atrae con la gloria de un nombre
Lejos de los fantasmas felices de paz y
descanso.
Vamos a permanecer aquí en este lugar
aislado
Embellecido por la gracia entrañable del
amor!
El amor es suficiente.
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Modern Love Poem
 Choose one of the poems we discussed today.
 Select at least five lines from that poem, preferably to the end
of a sentence.
 Write those lines in more modern English.
 Use construction paper and other resources to create a
valentine.
 Write the translated lines on or in your card.
 Create a new title for the poem, by writing what you believe
the theme to be.
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Analyzing Ideas in Women’s Literature Lesson Plan—Assessment (Day 5)
College of Education
Ashford University
Miss Kristin Friedrich
Subject:
11th Grade American Literature
Topic:
Women’s Literature-Analyzing Ideas (Summative Assessment)
National Common Core Standards:
25. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
26. 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).
27. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same period treat
similar themes or topics.
28. W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
21st Century Standards:
 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing
priorities.
Strategy: Review, Essay Test
Objective:
 SWBAT write four essays displaying their knowledge of concepts in women’s literature, receiving a
score of at least 80%.
Materials:
 Bluebooks
 Essay Questions Handout
 6+1 Writing Traits Rubric
Accommodations:
 Allow Gaspar to complete test in the resource room.
 Allow Gaspar two hours to complete the exam, rather than one.
Anticipatory Set:
 Take student questions for exam review.
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Procedures:
 Ask students if they have any questions about exam material (15 min.)
o Depending on questions, cover material over
 The Story of an Hour
 Trifles
 Poetry
 Women’s Movement
 Distribute bluebooks
 Have students fill out their name, student ID, date, and unit topic (Women’s Literature) one the front
 Distribute essay questions
 Dismiss any students that need to go to the resource room
 Students take exam (60 min.)
 Collect bluebooks as students finish exam
 Have students free read if they finish early
Closure:
 Ask students if there were any questions on the exam that they found difficult. Discuss briefly, if time
permits.
Evaluation:
 TWC that students have written four essays displaying their knowledge of concepts in women’s
literature, receiving a score of at least 80%, using the 6+1 Writing Traits Rubric.
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Women’s Literature Essay Exam
Choose four of the five provided essay questions to answer. Write
your responses in your bluebook. Write in complete sentences. Use
your own judgment when determining length of response. Be sure
to fully answer each question.
1. Pick one instance of situational irony you wrote about from
Kate Chopin’s “The Story of an Hour”. Explain why it is ironic
and how the situation—what really happens—differs from
what seems appropriate or expected from women during the
period.
2. In Susan Glaspell’s play, Trifles, what do you believe is the
significance of the men going upstairs and the women staying
downstairs? How do these ideas relate to women’s roles?
3. Read the following poem. What do you believe to be the theme
of this poem? Give textual references to support your answer.
“On Thought in Harness”
by Edna St. Vincent Millay
My falcon to my wrist
Returns
From no high air.
I sent her toward the sun that burns
Above the mist;
But she has not been there.
Her talons are not cold; her beak
Is closed upon no wonder;
Her head stinks of its hood, her feathers
reek
Of me, that quake at the thunder.
Degraded bird, I give you back your eyes
forever, ascend now whither you
are tossed;
Forsake this wrist, forsake this rhyme;
Soar, eat ether, see what has never been
seen; depart, be lost,
But climb.
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4. Name at least two female key players in the women’s suffrage
movement. What did they do for the advancement of women?
What areas of writing did they contribute to, and what themes were
similar amongst the different authors?
5. How has biased language contributed to demeaning the roles of
women throughout time, even present day? What are some
alternatives that can be used to combat this bias?
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Women’s Literature Essay Exam Answer Key
Pick one instance of situational irony you wrote about from Kate Chopin’s “The Story of an
Hour”. Explain why it is ironic and how the situation—what really happens—differs from
what seems appropriate or expected from women during the period.
 Wept at once over husband’s death rather than being in state of disbelief
 Retreated to room to think of freedom rather than to mourn
 Husband returned alive; she died
In Susan Glaspell’s play, Trifles, what do you believe is the significance of the men going
upstairs and the women staying downstairs? How do these ideas relate to women’s roles?
 Men above women
 Men dismissed kitchen as having no importance
 Men go to where murder was committed
 Women remain in their own domain—the kitchen
o Seen as unimportant
o Trivial
o Pay closer attention to detail
Read the following poem. What do you believe to be the theme of this poem? Give textual
references to support your answer.
“On Thought in Harness”
by Edna St. Vincent Millay
My falcon to my wrist
Returns
From no high air.
I sent her toward the sun that burns
Above the mist;
But she has not been there.
Her talons are not cold; her beak
Is closed upon no wonder;
Her head stinks of its hood, her feathers
reek
Of me, that quake at the thunder.
Degraded bird, I give you back your eyes
forever, ascend now whither you
are tossed;
Forsake this wrist, forsake this rhyme;
Soar, eat ether, see what has never been
seen; depart, be lost,
But climb.
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
Hope, relief, freedom
o “I give you back your eyes forever”
o “ascend”
o “soar”
o “But climb”
Name at least two female key players in the women’s suffrage movement. What did they do for
the advancement of women? What areas of writing did they contribute to, and what themes were
similar amongst the different authors?
 Elizabeth Cady Stanton
o Seneca Falls Convention
o National Woman Suffrage Association
o Journals, The Revolution
 Susan B. Anthony
o Seneca Falls Convention
o National Woman Suffrage Association
o Journals, The Revolution
 Jane Addams
o Founder of Hull House
o First American woman to win Nobel Peace Prize
o Journals
 Lucretia Mott
o Seneca Falls Convention
o American Equal Rights Association
o Sermons and Speeches
 Common themes: Women’s suffrage, Needs of children, Public health, Abolition
How has biased language contributed to demeaning the roles of women throughout time, even
present day? What are some alternatives that can be used to combat this bias?
 Policeman, Fireman, Postman, emancipation, Anderson, etc.
o Use “person” rather than “man”
o Don’t use phrases such as: “Even women can…”
o Don’t use derogatory terms
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