Archive for October 17, 2019

World Lit: The Problem with Female Protagonists


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: Students will examine an article about the prevalence of female protagonists in literature, determining the author’s central idea of the text.

Activator: Metroid Prime Gameplay Trailer – did you know it’s a woman inside that suit?

Work Session: Today we’re going to begin by reading the first half of Act II of A Doll’s House. I’ll need readers for the following characters:

Mrs. Linde

After we read today’s section of the play, let’s do a little exercise. Grab a sheet of paper and make a list of all the stories you can remember reading EVER – be it kids’ books, picture books, books you’ve read in school, ANY book you’ve EVER read – who have a FEMALE protagonist (remember, a protagonist is the person you root for – the main character of the story).

You have five minutes.

How many were you able to list?

I’ve got this article I want everyone to look at, entitled “The Problem with Female Protagonists“. Read and annotate this article, and then we’ll go through it together as a class.

Closing Session: How do you feel about what this author has to say about female protagonists? Do you agree with her assessment? Write a short paragraph of 5-7 sentences explaining how you feel as our TOTD.

Assessment: TOTDs will be graded, formative checks while reading.

Differentiation: Process (various length reading parts)

World Lit: A Doll House, Sexism in the Media


  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I will evaluate the specific claims in an article I find online, determining whether there is a bias towards or against women in the article I found.

Activator: Olympic coverage criticized for sexism

Work Session: Welcome back to class, everyone! I hope everyone had a good weekend 🙂

Today we’re going to continue reading A Doll’s House, act I part 2 – through the end of the act (that’s pages 955-971 in our textbook if you wondered). I’ll need readers for the following parts:

Mrs. Linde
The Children (3 people)

After we finish reading and discussing the play for today, we’re going to check out this article: The 14 Most Sexist Moments in the Olympics (So Far). As you know, the 2016 Olympics were in Rio, and they got a lot of coverage on the news for how the female athletes were treated. You might even have heard about it. But it’s not just limited to the Olympic coverage – sexism in the media is EVERYWHERE. So after we go through this list together, I want you to pull our your phone or jump on a computer in the classroom and find another example of sexism in the media. You might find sexist news coverage, in the way a criminal is sentenced, or in the words of a celebrity on social media.

Closing Session: For your TOTD, write down the address of your sexist thing you found online and turn it in. We will also bounce around the class and share what we found!

Assessment: TOTDs can be graded, formative checks during read alouds.

Differentiation: Process (varied length reading parts), Interest (students find their own examples online)

World Lit: A Doll House, Act I, part one


  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will read the first half of act I of A Doll’s House, analyzing the characters of Nora and Helmer through class discussions, focusing on how those characters develop a theme in the story.

Activator: A Probably Inadequate Summary of A Doll’s House:

Work Session: Well, as you might have guessed from our video, today we’re going to start reading out anchor text for this unit, A Doll’s House by Henrik Ibsen. YES, I REALIZE THE IRONY OF USING A PLAY WRITTEN BY A MAN IN A UNIT ABOUT FEMINISM. But this is one of the first feminist texts that was ever written, so that’s why we’re going with it. Also, it’s in our textbook, which makes life easier. (It used to be in our textbook, now I have really no excuse except it’s a good play and I like it.)

If you’re reading from home and/or ISS, here’s the full text online, and if listening instead of reading is more your style, here’s the full audiobook.

But today in class we’re going to choose characters and read aloud. I need volunteers for the following characters:

  • Nora (LONG PART)
  • Helmer (LONG PART!)
  • Porter
  • Maid
  • Mrs. Linde (LONG, but not as long as Nora or Helmer)

Don’t worry; if you volunteer to read today, you won’t have to read tomorrow (unless you volunteer again).

Our entire work session today will be reading and discussing the play!

Closing Session: For a little bit of fun before you go today, let’s check out this cool list together – Ten Amazing Women Who Led Rebellions!

Assessment: Formative assessment during discussions.

Differentiation: Varied length reading parts, learning style (audiobook vs text vs acting it out)

World Lit: The F Word

Good morning, everyone, and welcome to a NEW UNIT!!!!


  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I will analyze how two articles develop the concept of feminism, and then I will objectively summarize what those two texts said.

Activator: VOCAB WORDS!

  1. Spendthrift
  2. Prodigal
  3. Confectioner
  4. Berth
  5. Steadfast
  6. Inane
  7. Indiscreet
  8. Subordinate
  9. Nuisance
  10. Parcel

…and a video! On the Ground: Women’s March in Washington D.C. from January 2017.

Work Session: Welcome to Monday! Today we’re starting a new unit about a topic that might be a little controversial – feminism! What?! Feminism? Have I gone completely bananas!

Well, no. And because sometimes feminism seems like a dirty word, today we’re going to talk about what feminism is and what it means. These concepts will guide our understanding throughout this unit, so I think it’s an important first day activity.

First, let’s read this article from Huffington Post, entitled “What Is Feminism?” together. As we read, do your margin markings (instructions are on your sheet). When we’re done and everyone has had a chance to mark, we’ll talk about it as a class.

Next up, I have another article for you to read – this one is actually a blog post by a famous author, Patrick Rothfuss. He gives a pretty solid definition of feminism in pretty down-to-earth terms, so I think this will help with understanding. This time around, I’m going to give you some time to read to yourself and annotate the article. When you annotate, you can do all your margin marking like normal, but you can also underline important things, circle words and write definitions down, write notes or reactions in the margins, or whatever. Think of it as active reading, reading with a pen in your hand.

After we finish reading and discuss, I’ll pull a couple volunteers up to the document camera to show off their annotations. I’ll also show off my annotated version that I did on the doc cam while you guys were working.

Closing Session: Finally, for the last fifteen minutes or so of class, I want to give you all some time to process what we’ve talked about today. Write me a Seven Sentence Summary about the articles we read in class today. Try to be objective, that is, write just what the articles said and how they developed the ideas of feminism, not what you personally feel about the topic (because trust me, we will have LOTS of time for personal opinions this unit!!)

Differentiation: Process (abbreviated text, single text instead of two)

Assessment: Closing paragraphs and/or annotations may be graded.

World Lit: Flipgrid Filming!


  • ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can use Flipgrid to publish a video explaining my social issue, in order to practice presenting for my Sophomore Capstone and to share information about my social issue with my classmates.

Opening Session: I’m going to hand back your Social Issue essays – these have been graded and your grade is on the top. I’ll give you a minute to read over your essay and any edits or feedback. You’re going to be presenting on your essay today via Flipgrid, so get ready!

Work Session: Take fifteen minutes to prepare yourself to film a flipgrid!

  • Highlight any parts of your essay you want to read (like quotes)
  • Make notes on notecards for anything you want to remember to say
  • PRACTICE what you are going to say!!

You will have 5 minutes  to film yourself for Flipgrid, and you should plan for your video to be at least four minutes long. That means you will need to PRACTICE and have NOTES do you don’t forget!

If you mess up while recording and forget your place, you can pause the video and then come back once you’ve collected your thoughts.

The Flipgrid class code is on the whiteboard. The password is Cardinal.

Your video should:

  • Inform the viewer about your social issue by answering the following:
    • What is the issue?
    • How does it affect your culture?
    • How does it affect another culture or the whole world?
    • Why is it a big deal?
  • Entertain the viewer by being engaging and interesting (don’t speak in a monotone)
  • Inspire the viewer to learn more about your issue or take action to fix it.

This video is a practice for your Sophomore Capstone presentation, so you need to really try or it won’t be very good practice!

Closing Session: For the last 20 minutes of class, flip through Flipgrid and watch some of your classmates’ videos. Choose one and record a short response. We will be having a watch party on Friday before the pep rally!

Assessment: Formative (Flipgrid as a formative check in for presentation readiness); Summative (this is a part of the Social Issue essay, a major summative assessment)

Differentiation: Process/product (video/spoken information instead of written)