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Online Learning of A Doll’s House, Day 13

Today’s lesson is all about¬†mansplaining, which is when a man explains something to a woman that she already knows. I’m willing to bet that a man on YouTube will comment on today’s video, explaining something to me… and that’s no April Fool’s joke ūüėČ

Goals for the Week:

  1. Write a response to a prompt analyzing¬†A Doll’s House by Henrik Ibsen.
  2. Continue to collaborate with teachers and classmates.
  3. Finalize all work on¬†A Doll’s House and our Feminism unit and prepare for our next learning experience!

Today’s Checklist:

  1. Check out this¬†flowchart that determines if it’s mansplaining or not
  2. Look over this 2008 essay by Rebecca Solnit,¬†“Men Explain Things To Me”
  3. Read through this gif-heavy list of 6 Subtle Forms of Mansplaining from Bustle

Today’s Lesson!

Standard:

  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target: 

I can analyze how an author explains her experience with mansplaining by reading women’s perspectives so that I can articulate and share my own thoughts.

Activator: 

Take a look at this screenshot of a Twitter exchange. In it, a female comic book author makes a joke about a character she writes, Punisher. Someone quickly pops up and tells her that her joke doesn’t work with the character’s backstory. What do you think about this exchange?

Work Session: 

Your assignment for this week!

This week is your largest assignment to date! Each day we will explore a different topic related to feminism and¬†A Doll’s House. I have made a Google Doc with 5 prompts, one for each day this week.¬†CHOOSE ONE PROMPT and write a paragraph in response to it.

Type your response in this document!

Remember, you only need to respond to ONE prompt this week!

Today’s Topic: Mansplaining

  • Mansplaining in¬†A Doll’s House

Let’s start off by looking at this fine example of¬†mansplaining from¬†A Doll’s House:

Helmer. What, already? Is this yours, this knitting?

Mrs Linde [taking it]. Yes, thank you, I had very nearly forgotten it.

Helmer. So you knit?

Mrs Linde. Of course.

Helmer. Do you know, you ought to embroider.

Mrs Linde. Really? Why?

Helmer. Yes, it’s far more becoming. Let me show you. You hold the embroidery thus in your left hand, and use the needle with the right–like this–with a long, easy sweep. Do you see?

Mrs Linde. Yes, perhaps–

Helmer. But in the case of knitting–that can never be anything but ungraceful; look here–the arms close together, the knitting-needles going up and down–it has a sort of Chinese effect–. That was really excellent champagne they gave us.

In this quote, Torvald explains to Mrs. Linde – who has made her living off work like knitting and embroidery – why she should embroider instead of knit, and even¬†how do embroider. Of course Mrs. Linde just nods politely to all of this… But this is a prime example of mansplaining. Do you think Torvald has ever held a needle or hoop in his life?

Do you agree or disagree with this chart?

The essay starts about halfway down the page. It’s rather long and esoteric, discussing things that probably don’t make a whole lot of sense to you (they didn’t to me!). But the point is this: The author of this essay encountered a man at a party who explained¬†her own book to her. As in, she WROTE the book, and this man chose to explain the content of the book¬†to its author. That’s sort of like trying to explain¬†Romeo and Juliet to Shakespeare.

This essay was written in 2008, before the term¬†mansplaining was even coined. Take a minute to at least skim the article and consider Solnit’s experience.

This article discusses some of the author’s personal experience, as well as some famous public examples of mansplaining. I loved the animated gifs throughout ūüôā Read through this article and consider if you’ve ever encountered – or maybe been guilty of? – one of these common ways of mansplaining.

Closing Session: 

Okay, I think you get the concept, but if you want a laugh, check out this Funny or Die skit called “Cavemansplaining”

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Remind ourselves of the¬†ending of A Doll’s House
  2. Consider this character study of Nora Helmer
  3. Form an opinion: Do you think Nora made the right decision?

Online Learning of A Doll’s House, Day 9

Don’t forget! Zoom meeting TOMORROW at 10am! I will send the link in Remind at 9:45!

Goals for the Week:

  1. Finish reading and analysis of A Doll’s House by Henrik Ibsen.
  2. Understand why¬†A Doll’s House is considered feminist, and how it remains relevant today.
  3. Collaborate with your teacher or classmates to discuss the play.

Today’s Checklist:

  1. Read and consider this article on Toxic Masculinity from The New York Times
  2. Read and consider this¬†comic on the concept of “Mental Load” (If that link isn’t working, read¬†this article on Mental Load instead)
  3. Read and consider this depressing study on how women are expected to handle all the household work

Today’s Lesson!

Standard:

  • 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 can analyze how an author develops a central idea by reading three articles so that I can consider my own opinions on feminism and toxic masculinity.

Activator: 

So, we’ve talked a lot about feminism over the last week, but today I’m bringing in a new term that you might be unfamiliar with: Toxic Masculinity. Check out this video that explains what it means!

Work Session: 

Today we’re going to be reading some articles on feminism in the modern day! I would like for you to read, consider, and discuss these articles with your family. Ready? Here we go!

Article 1: Read and consider this article on Toxic Masculinity from The New York Times

  • Questions to consider:¬†
    • Did you know what toxic masculinity was before reading this article?
    • Have you, or a boy you know of, ever been told “boys don’t cry” or “man up”? What message do you think that sends to little kids?
    • What’s the difference in “toxic masculinity” and someone just being traditionally masculine

Article 2: Read and consider this¬†comic on the concept of “Mental Load” (If that link isn’t working, read¬†this article on Mental Load instead)

  • Questions to consider:¬†
    • Have you ever noticed this disproportionate work balance at home? If you stay with your mom and your dad, which parent would you ask if you needed to know information like when something is scheduled or if there’s snacks in the cabinet?
    • Have you ever felt this work balance on yourself? Are you (or your sisters, or girls you know) expected to know how to get dinner on the table, while boys are just expected to be ready to eat on time?
    • If you haven’t noticed this, why do you think that is? If you have noticed this, do you think it’s OK?

Article 3: Read and consider this depressing study on how women are expected to handle all the household work

  • Questions to consider:
    • How are chores divided in your house? It’s okay if your mom usually handles laundry and your dad usually handles yardwork, but why do you think that is the “norm”?
    • This article talks a little about same-sex couples. How do you think that changes the household work balance?
    • What do you think about roommates? Many of you will go off to college in a couple years and live with roommates for the first time. How do you expect the chores to be divided up? If your parents or older family members have ever had roommates, how did they divide the chores?

After reading and thinking about these questions, I want you to take the discussion to your family or whomever you’re quarantined with. Ask them the questions, show off the articles, and listen to what they have to say! You might find some differing opinions from your own, and that’s okay!

Closing Session: 

Remember, tomorrow we have our Zoom meeting at 10am – I hope you can attend! We’re going to be talking about how feminism in 2020 relates to¬†A Doll’s House. Consider how the play is still relevant today and lessons of feminism we can learn from it. Have some thoughts ready for tomorrow’s Zoom meeting at 10am!!

I’ll send the link to the meeting out tomorrow at 9:45. Remember to get the Zoom client downloaded and ready!

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Attend the virtual class meeting on Zoom if you are able.
  2. Find a way to collaborate with your teacher or classmates – comment on the blog, on YouTube, etc.
  3. Send your “I Need Feminism Because” photo to your teacher, and check your feedback from last week’s assignment ūüôā

Taking a Stand Against Exploitation

Central Focus: Read an argument and analyze how the author builds it

Rationale: This lesson will help the students to identify persuasive language and evidence that the author has used in order to make their case about unjust treatment or situations. This will encourage and assist the students in incorporating persuasive language and evidence into their Social Issue Research Paper

Theme: Injustice

Text: Editorial (from Springboard): Diners should pay attention to workers, not just the food. Written for the Boston Globe by Kathleen Kingsbury. Video: Fox News Now ‚Äď Phoenix – WORST TIPPERS: Study Shows That Millennials HATE to Tip

Content Standards:

  • ELAGSE9-10RI6 Determine an author‚Äôs point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will read an argument and analyze how the author builds it.
  • Students will critically think about a social issue.
  • Students will identify the evidence in a persuasive text.
  • Students will write clearly and coherently to respond to prompts.

Instructional Strategies and Learning Tasks

Launch/Activating: ___5____ Minutes

Students will be asked to sit at their assigned seats and then to grab their copy of Springboard from the front of the room. The students will be asked to regain their seats as soon as possible and flip to page 210 in their Springboard.

Instruction: __20_____ Minutes

 We will spend 12 minutes reading the editorial on page 210 out loud. I will ask for a couple of volunteers to help with the reading and alternate between myself and the students whilst reading. Before we start reading, I will give the students a purpose for reading by instructing them to (these will also be written on the white board:

  • Underline any specific words or phrases that appeal to logic or emotion and are designed to persuade the reader.
  • Put a star next to the main claims the author makes.
  • Circle unknown words and phrases.

Then we will be watching a short video clip of a news clip from Fox News in Phoenix, titled WORST TIPPERS: Study Shows That Millennials HATE to Tip.

https://www.youtube.com/watch?v=9Qyr4rLynE8

Structured Practice and Application: ___35____ Minutes

The class will analyze the video clip together and draw parallels with the editorial text we read earlier. Some of the questions we will discuss are:

  • Is it fair to servers when they do not get paid a tip? Does anyone know someone who refuses to leave a tip or always finds an excuse to not leave a tip?
  • What about the idea of only going to restaurants where the workers are treated fairly and get benefits? Would you decide on which restaurant you want to eat at based on this?
  • Tipping in cash only? Who has cash on them? I know I don’t. I do tip always but typically on my card. What do you think? Is it fair that servers don’t receive all their tips?

Next students will get into groups of about 6 students by turning to face their classmates closest in proximity to them. They will do a second read as a group as the complete individually the four questions on page 212. As students reread the passage, they will consider how Kathleen Kingsbury uses:

  • evidence, such as facts or examples, to support claims
  • reasoning to develop ideas to connect claims and evidence
  • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed

The students will use their previously done circling, staring and underlining to help them identify key words or elements. I will walk around and discuss with the students as they work in their groups.

Closure: __10____ Minutes

Come back together as a whole class. Ask students to read out loud some of their findings. Let’s discuss what we all identified and also the things that only a few identified.

Love at first sight

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely 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. Georgia ELA

Learning Target
I can consider the possibility of love at first sight by discussing with my class so that I can write about whether or not it is real.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 71-103.

Work Session
my hero’s journey map worksheet continued (choose a map, label, boxes 1-3

Santiago falls in love with Fatima from the first moment he sees her. Do you believe in love at first sight?
Article: https://www.psychologytoday.com/us/blog/meet-catch-and-keep/201801/is-love-first-sight-real

Write a paragraph explaining if you think you could ever fall in love at first sight, and why or why not?

Closing Session
Continue your reading of The Alchemist to the end of page 127.

Assessment
Formative (reading quiz, fantasy map labels)

Differentiation
scaffolding, graphic organizers

World Lit: Women Do Everything, Depressing Study Finds

Standard:

Learning Target:¬†I can analyze gender roles in today’s society by reading an article about who is expected to do housework so that I can deepen my understanding of the feminism movement.

Opening Session:¬†Let’s make a T-Chart! I’m going to put “husband” on one side and “wife” on the other, then I want your help to fill it in. When it comes to “adulting,” what do you expect the husband to do and what to you expect the wife to do? Things like cleaning, paying bills, yardwork, etc.

Work Session:

We’re going to have a class discussion! I want to use a new strategy with you guys called Talking Chips. I’m going to give everyone three little plastic circles, which are your talking chips. Your job is to “spend” all three chips by the end of our discussion. You spend a chip by contributing to the discussion – making a comment, agreeing or disagreeing, asking a question, etc. Once your chips are gone, you need to yield the floor to other speakers! And if you still have chips, you should be finding a way to contribute!

Here’s the prompt for our discussion (it may sound familiar): What are the ideal “roles” for men and women in our society? In other words, what should women do/be like/look like/act like, and what should men do/be like/look like/act like? Who should take on what duties/roles inside the house? Who should take on what professions/roles outside the house? Are there any professions that either gender should NOT do/be allowed to do?

After our discussion, I want to read an article with you guys:

Women Are Literally Expected To Do All The Chores, Depressing Study Finds

https://splinternews.com/women-are-literally-expected-to-do-all-the-chores-depr-1793861364

Closing Session:

So, after our discussion and the article today, we can see that we still have some gender roles in 2019. What do you think about this? For your Ticket Out The Door, write down if you think these gender roles are more beneficial or more harmful to society.

Assessment:

Formative (TOTD, class discussion)

Differentiation:

Scaffolding, Learning style