Jane Eyre Unit Plan: A Feminist Focus
Week One:
Monday:
Entrance Cards:
Each student is given an index card and asked to write down a few points about
what they know about feminism.
Video: TedxTeen: Still Figuring it Out by Tavi Gevinson which introduces some basics of feminism as explained through a teenage perspective.
Link: http://www.youtube.com/watch?v=6osiBvQ-RRg
Reflect: Give students a few minutes to add to their intro cards. Has this video taught you anything new about the subject of Feminism? Do you agree/disagree with Tavi Gevinson’s explanation? Why?
Discuss: After student have had time to reflect individually ask these questions again to begin a group discussion about feminism.
Brainstorm: List novels you have read in class/out of class. How many have a female protagonist? How many are written by a female author? Have each pair come to the board and write both ratios on the board. Discuss the findings as a class. What do these ratios tell us? Is this surprising to you? Why/why not?
Group Activity: Number off the class into groups. Give each group a large sheet of paper and a marker. The student numbered “1” will write down their favourite movie. Students then create a chart where they compare the central male character traits with the central female character traits. Each group will then present their findings.
Wrap-up: Hand out copies of Jane Eyre to students. Collect index cards.
HW: Begin reading Jane Eyre. Chapters 1-4
Approach:
-Diagnostic assessment of knowledge on Feminism through entrance cards
-Multimedia: TedTalk to introduce Feminism (the speaker is close in age to my students which makes the topic more relatable)
-Reflection allows for students to record what they have learned (similar to KWL)
-Whole language/Schema Theory: students are learning by drawing from their interests and what they already know through the brainstorm activity and the group activity.
Video: TedxTeen: Still Figuring it Out by Tavi Gevinson which introduces some basics of feminism as explained through a teenage perspective.
Link: http://www.youtube.com/watch?v=6osiBvQ-RRg
Reflect: Give students a few minutes to add to their intro cards. Has this video taught you anything new about the subject of Feminism? Do you agree/disagree with Tavi Gevinson’s explanation? Why?
Discuss: After student have had time to reflect individually ask these questions again to begin a group discussion about feminism.
Brainstorm: List novels you have read in class/out of class. How many have a female protagonist? How many are written by a female author? Have each pair come to the board and write both ratios on the board. Discuss the findings as a class. What do these ratios tell us? Is this surprising to you? Why/why not?
Group Activity: Number off the class into groups. Give each group a large sheet of paper and a marker. The student numbered “1” will write down their favourite movie. Students then create a chart where they compare the central male character traits with the central female character traits. Each group will then present their findings.
Wrap-up: Hand out copies of Jane Eyre to students. Collect index cards.
HW: Begin reading Jane Eyre. Chapters 1-4
Approach:
-Diagnostic assessment of knowledge on Feminism through entrance cards
-Multimedia: TedTalk to introduce Feminism (the speaker is close in age to my students which makes the topic more relatable)
-Reflection allows for students to record what they have learned (similar to KWL)
-Whole language/Schema Theory: students are learning by drawing from their interests and what they already know through the brainstorm activity and the group activity.
-Student-led discussion and brainstorming
Tuesday:
Song: “No Doubt –
Just A Girl” - Playing while students enter class
Link: http://songmeanings.com/songs/view/2962/
Entrance Cards: How does this song reflect Jane Eyre from chapters 1-4? How does it relate to Jane’s character progression thus far?
Intro: Introduce blog assignment, showing examples.
Computer Lab: Students set up their blogs and play around with settings, layouts and begin their first blog entry about chapters 1-4 and add any pictures/videos they want.
Blog Entry: The first blog entry is a response on their first impression of Jane Eyre.
HW: Chapters 5-8 – Add to blog
Approach:
-Media Literacy: Use of popular media in connection with feminist themes related to Jane Eyre
-Digital Literacy: Students are introduced to the blog format of reflection. This format is familiar to students and perhaps more comfortable for them than pen and paper. Students are able to express themselves through art works, images, videos, music and writing. This in beneficial for multiple learning styles and interests.
-Demonstrating Understanding of Content: The blog format allows me to keep tabs on student understanding of content and the effectiveness of my own teaching strategies.
Link: http://songmeanings.com/songs/view/2962/
Entrance Cards: How does this song reflect Jane Eyre from chapters 1-4? How does it relate to Jane’s character progression thus far?
Intro: Introduce blog assignment, showing examples.
Computer Lab: Students set up their blogs and play around with settings, layouts and begin their first blog entry about chapters 1-4 and add any pictures/videos they want.
Blog Entry: The first blog entry is a response on their first impression of Jane Eyre.
HW: Chapters 5-8 – Add to blog
Approach:
-Media Literacy: Use of popular media in connection with feminist themes related to Jane Eyre
-Digital Literacy: Students are introduced to the blog format of reflection. This format is familiar to students and perhaps more comfortable for them than pen and paper. Students are able to express themselves through art works, images, videos, music and writing. This in beneficial for multiple learning styles and interests.
-Demonstrating Understanding of Content: The blog format allows me to keep tabs on student understanding of content and the effectiveness of my own teaching strategies.
Wednesday:
Activity: Large
sheets of paper and markers are out on each table when students arrive. Each
sheet has a theme/character written in the center: Religion, Punishment, Mr.
Brocklehurst, Helen, Miss Temple. In groups they brainstorm ideas about their
topic, pulling short quotes or words from the novel. A list of questions will
be on the board to guide their discussion/brainstorming. Ex. How will this
character/theme effect Jane’s future? How is this theme/character significant
thus far? Are there any related important quotes/descriptions from the novel?
How are they important?
Present: Each group does a short presentation on their topic, explaining the relevance of their theme/character thus far.
Reading: In-class reading time
HW: Chapters 9-12
Approach:
-Student-led Learning: Students share their thoughts and knowledge of the novel thus far. I only act as a guide to their learning by prompting questions and giving direction to discussion.
-Analysing text: Students are collaboratively analysing the text through a specific character/theme.
Present: Each group does a short presentation on their topic, explaining the relevance of their theme/character thus far.
Reading: In-class reading time
HW: Chapters 9-12
Approach:
-Student-led Learning: Students share their thoughts and knowledge of the novel thus far. I only act as a guide to their learning by prompting questions and giving direction to discussion.
-Analysing text: Students are collaboratively analysing the text through a specific character/theme.
Thursday:
Compare: Each
student creates a chart with characters Mr. Brocklehurst, Helen and Jane.
Compare their views on religion, include one quote to support each perspective.
Discuss: Students discuss their findings with their elbow partner and write a short reflection about their findings. Hand in reflection and chart.
Computer lab: Give time for students to add to blog. They also need to find a song, piece of artwork or poem that relates to a character or theme from the novel thus far. They add it to their blog and explain the importance.
HW: 13-16 – Add to blog
Approach:
-Think Pair Share: Students think independently about the multiple perspectives on religion in Jane Eyre and then discuss their ideas with a partner.
-Multimedia: Students reflect through visual imagery or poetry on their blogs. This allows for personal interests to connect with the novel and themes.
Visual Literacy: Students choose an image or piece of artwork and discuss how it is meaningful to the novel.
Discuss: Students discuss their findings with their elbow partner and write a short reflection about their findings. Hand in reflection and chart.
Computer lab: Give time for students to add to blog. They also need to find a song, piece of artwork or poem that relates to a character or theme from the novel thus far. They add it to their blog and explain the importance.
HW: 13-16 – Add to blog
Approach:
-Think Pair Share: Students think independently about the multiple perspectives on religion in Jane Eyre and then discuss their ideas with a partner.
-Multimedia: Students reflect through visual imagery or poetry on their blogs. This allows for personal interests to connect with the novel and themes.
Visual Literacy: Students choose an image or piece of artwork and discuss how it is meaningful to the novel.
Friday:
Clip: What! Crazy
things have started to happen at Thornfield. Did you expect an attempted
murder? Show clip from a Jane Eyre film adaptation of chapters 14 and 15.
Entrance Card: What happened? What could the reason be for this attempted murder? What do you think of Rochester so far?
Article: Independent reading of one of these online articles on feminism
Link: http://everydayfeminism.com/2013/06/identity-relationship/
Link: http://rookiemag.com/2011/12/the-ladies-room/
Link: http://www.cnn.com/2013/10/08/opinion/im-a-male-feminist/
Discuss: Find a classmate who read a different article and summarize it for them. Discuss your first impressions, your ideas and what you agree/disagree with.
Reflect: Students write reflections independently: Identify the article you read and your partner read. How are they related? What did you discuss? Was there a specific point in one of the articles that sparked a conversation between you and your partner? Explain. How do the points in the article relate to Jane Eyre? How would Jane Eyre feel about the points made? Add this reflection to your blog.
Computer Lab: Give students time to write their reflections on their blog and catch up on past entries.
HW: Chapters 17-23
Approach:
-Multimedia: Showing a clip of the novel adds interest for students and appeals to visual learners.
-Student Choice: Students are able to choose which article interests them the most. There is one geared towards a male audience "I'm a Male Feminist" and another that includes video clips. This variety allows for students to become more engaged in the topic.
-Think Pair Share: Students use independent thinking and discussion as a way of learning. Students teach one another about their own article and then discuss their opinions and ideas.
Entrance Card: What happened? What could the reason be for this attempted murder? What do you think of Rochester so far?
Article: Independent reading of one of these online articles on feminism
Link: http://everydayfeminism.com/2013/06/identity-relationship/
Link: http://rookiemag.com/2011/12/the-ladies-room/
Link: http://www.cnn.com/2013/10/08/opinion/im-a-male-feminist/
Discuss: Find a classmate who read a different article and summarize it for them. Discuss your first impressions, your ideas and what you agree/disagree with.
Reflect: Students write reflections independently: Identify the article you read and your partner read. How are they related? What did you discuss? Was there a specific point in one of the articles that sparked a conversation between you and your partner? Explain. How do the points in the article relate to Jane Eyre? How would Jane Eyre feel about the points made? Add this reflection to your blog.
Computer Lab: Give students time to write their reflections on their blog and catch up on past entries.
HW: Chapters 17-23
Approach:
-Multimedia: Showing a clip of the novel adds interest for students and appeals to visual learners.
-Student Choice: Students are able to choose which article interests them the most. There is one geared towards a male audience "I'm a Male Feminist" and another that includes video clips. This variety allows for students to become more engaged in the topic.
-Think Pair Share: Students use independent thinking and discussion as a way of learning. Students teach one another about their own article and then discuss their opinions and ideas.
Week Two
Monday:
Listen: Play the audio dramatization of The Yellow Wallpaper by Charlotte Perkins. Give a copy to each student so they can follow along. Ask them to highlight important lines/take notes. Write a list of prompting questions to look out for while listening: How could the stereotypes we discussed affect the main character? What could the wallpaper symbolize? Pay attention to her progression towards the end of the story, what do you notice? How does the style of writing reflect the progression?
Audio Link: http://www.scribblingwomen.org/cgwallpaperfeature.htm
Story Link: http://www.gutenberg.org/files/1952/1952-h/1952-h.htm
Group Assignment: In assigned groups of 3-4 students they will discuss the story and compare notes. This will be the same group for their assignment. Hand out assignment outline and rubric, they can begin discussing and preparing for one of the multiple options for exploring The Yellow Wallpape/Jane Eyre. However, remind them that they need to finish up to chapter 26 to fully be able to understand the project.
HW: 23-26- Add to blog
Approach:
-Audio: The audio book version of The Yellow Wallpaper is an alternative to individual reading or group reading. The audio version allows all students to follow along at the same pace. It also provides a dramatization which may provide more hints towards themes and meanings in the text.
-Choice: Groups are given a variety of choices for their assignment which promotes engagement and connecting the information to their interests.
-Visual Literacy: Some of the options (which can be viewed in the Assignments section of this website) are opportunities for students to create a visual representation of their ideas.
-Dramatization: Some of the options for the assignment are also skits or videos of interpretations of the text which is great for both visual and kinaesthetic learners. These options also allow for students with various strengths to collaborate. For example: a more introverted student my videotape and edit while a more extroverted student may be the main speaker.
Activity: Gender box activity. Draw two big boxes on the board. One labeled ‘Act like a Man’ and one ‘Act like a Woman’. Get students to brainstorm words that describe how male/female gender expectations (ex. Masculine, protective, strong, leader, muscular…) and then fill the big boxes in as they shout out answers.Outside of the box in a different colour get students to write what people who fall out of the box are referred to. And in another different colour write consequences for not fitting into these norms.
Discuss: Talk about the findings. Compare to Jane Eyre. How have things changed/not changed? Is there still a need for education on gender issues? Feminism?
Continuation: Students create their own gender boxes using quotes, descriptive words or problematic stereotypes found in Jane Eyre.
Approach:
Visual Learning: The gender box activity is a visual organization of ideas that is beneficial for visual learners and helpful for other learners as well. It is a different method of discussion as opposed to the familiar strictly oral discussion. This also provides a permanent visual of these ideas for students to return to if they need a reminder or any ideas for other assignments.
Tuesday:
Intro: Introduce The Yellow Wallpaper. Explain that
this is set in Victorian England similar to Jane Eyre. Continuation: Students create their own gender boxes using quotes, descriptive words or problematic stereotypes found in Jane Eyre.
Approach:
Visual Learning: The gender box activity is a visual organization of ideas that is beneficial for visual learners and helpful for other learners as well. It is a different method of discussion as opposed to the familiar strictly oral discussion. This also provides a permanent visual of these ideas for students to return to if they need a reminder or any ideas for other assignments.
Tuesday:
Listen: Play the audio dramatization of The Yellow Wallpaper by Charlotte Perkins. Give a copy to each student so they can follow along. Ask them to highlight important lines/take notes. Write a list of prompting questions to look out for while listening: How could the stereotypes we discussed affect the main character? What could the wallpaper symbolize? Pay attention to her progression towards the end of the story, what do you notice? How does the style of writing reflect the progression?
Audio Link: http://www.scribblingwomen.org/cgwallpaperfeature.htm
Story Link: http://www.gutenberg.org/files/1952/1952-h/1952-h.htm
Group Assignment: In assigned groups of 3-4 students they will discuss the story and compare notes. This will be the same group for their assignment. Hand out assignment outline and rubric, they can begin discussing and preparing for one of the multiple options for exploring The Yellow Wallpape/Jane Eyre. However, remind them that they need to finish up to chapter 26 to fully be able to understand the project.
HW: 23-26- Add to blog
Approach:
-Audio: The audio book version of The Yellow Wallpaper is an alternative to individual reading or group reading. The audio version allows all students to follow along at the same pace. It also provides a dramatization which may provide more hints towards themes and meanings in the text.
-Choice: Groups are given a variety of choices for their assignment which promotes engagement and connecting the information to their interests.
-Visual Literacy: Some of the options (which can be viewed in the Assignments section of this website) are opportunities for students to create a visual representation of their ideas.
-Dramatization: Some of the options for the assignment are also skits or videos of interpretations of the text which is great for both visual and kinaesthetic learners. These options also allow for students with various strengths to collaborate. For example: a more introverted student my videotape and edit while a more extroverted student may be the main speaker.
Wednesday:
Song: Alicia Keys- A Woman’s Worth
Lyric Link: http://www.azlyrics.com/lyrics/aliciakeys/awomansworth.html
Video Link: http://www.youtube.com/watch?v=JtMUIwOE2ss
Entrance Card: Reflect on the lyrics of “A Woman’s Worth” how does it relate to Jane Eyre or The Yellow Wallpaper.
Group Assignment: Class time to work on the group assignment
HW: No reading- catch up with the blog/work on group assignment if needed
Approach:
-Multimedia: Popular music is used to connect students to feminism in a meaningful way. Students begin to think critically about the music they listen to and how it relates to feminism.
Thursday:
Song: Alicia Keys- A Woman’s Worth
Lyric Link: http://www.azlyrics.com/lyrics/aliciakeys/awomansworth.html
Video Link: http://www.youtube.com/watch?v=JtMUIwOE2ss
Entrance Card: Reflect on the lyrics of “A Woman’s Worth” how does it relate to Jane Eyre or The Yellow Wallpaper.
Group Assignment: Class time to work on the group assignment
HW: No reading- catch up with the blog/work on group assignment if needed
Approach:
-Multimedia: Popular music is used to connect students to feminism in a meaningful way. Students begin to think critically about the music they listen to and how it relates to feminism.
Thursday:
Group Assignment:
Final class period to work on group assignment
HW: 27-30- Add to blog
Friday:
Presentations: Groups will present their final assignments and be evaluated
Reading: If time, catch up on reading!/computer time if students need the lab for the blog
HW: 31-34/finish the novel- Add to blog
HW: 27-30- Add to blog
Friday:
Presentations: Groups will present their final assignments and be evaluated
Reading: If time, catch up on reading!/computer time if students need the lab for the blog
HW: 31-34/finish the novel- Add to blog
Approach:
-Assessment: Presentations will be assessed using a rubric which will have been given out with the assignment handout. Students will be marked as a group. There will also be self/peer evaluations which will guage how students participated within their groups and who completed what aspects of the assignment. These evaluations will be considered for individual communication marks.
Week Three:
Monday:
Activity: Big
sheets of paper with important quotes on them from Jane Eyre so far. Students each given a marker and are told to
circle around the room and comment on the quotes: Why is this quote important?
Why? How does it impact the characters/plot of the novel? What themes does it
relate to? Is it significant to you? Students can also reply to other comments.
Discuss: Students will then be told to choose the quote that resonates with them the most or that they think know the most about. This will form small groups. If they are uneven ask certain students to spread out. They will then summarize the discussion on their page.
Activity: In the same groups using the same quote students will then have to build off of the information that has already been gathered. How does this quote relate to feminism? Find a song, image, famous painting, video, article or short story that speaks to your quote as it relates to feminism. At the beginning of the next couple classes, a group or two will be chosen to present their quote and how it relates to feminism/their chosen medium.
HW: FINISH JANE EYRE! Catch up on your blog. Finish group project.
Approach:
-Group Thinking: Students compile ideas visually by writing notes about various quotes. Students will be able to write more about the quotes they are most interested in or most remember. This method allows for a low-risk environment because it is more anonymous.
-Choice: Students, for the most part, are given choice over which quote they are interested in or that resonates with them which promotes engagement.
-Multimedia: Students are given the choice to present their quote in almost any form. This is a way for students to make meaning through art, music, drama or their chosen medium.
Discuss: Students will then be told to choose the quote that resonates with them the most or that they think know the most about. This will form small groups. If they are uneven ask certain students to spread out. They will then summarize the discussion on their page.
Activity: In the same groups using the same quote students will then have to build off of the information that has already been gathered. How does this quote relate to feminism? Find a song, image, famous painting, video, article or short story that speaks to your quote as it relates to feminism. At the beginning of the next couple classes, a group or two will be chosen to present their quote and how it relates to feminism/their chosen medium.
HW: FINISH JANE EYRE! Catch up on your blog. Finish group project.
Approach:
-Group Thinking: Students compile ideas visually by writing notes about various quotes. Students will be able to write more about the quotes they are most interested in or most remember. This method allows for a low-risk environment because it is more anonymous.
-Choice: Students, for the most part, are given choice over which quote they are interested in or that resonates with them which promotes engagement.
-Multimedia: Students are given the choice to present their quote in almost any form. This is a way for students to make meaning through art, music, drama or their chosen medium.
Tuesday:
Group 1 & 2: Present quote/feminist interpretation
Movie: Jane Eyre adaptation showing: Fukunaga 2011 version
Group 1 & 2: Present quote/feminist interpretation
Movie: Jane Eyre adaptation showing: Fukunaga 2011 version
Hand-out: A handout is provided to guide their viewing. The handout provides areas for note-taking and important questions to keep in mind. This focuses students on thinking critically while watching.
Approach:
-Media Studies: Students are exposed to an film interpretation of the text after having read it. Students will analyse the film while watching in comparison to the novel and the discussions that have been held in class.
Wednesday:
Movie: Movie continued
Handout: Handout and note-taking continued
Thursday:
Group 3 & 4: present quote/feminist interpretation
Movie: Finish movie
Reviews: Hand out reviews of the film and allow students time to read independently
Link: http://www.theguardian.com/film/filmblog/2011/sep/12/jane-eyre-feminism-fukunaga-adaptation
Link: http://www.nybooks.com/blogs/nyrblog/2011/mar/26/tame-jane/
Link: http://www.theglobeandmail.com/arts/film/a-jane-eyre-like-no-other/article628193/
Discuss: Groups are created by each student having read a different review. Students then discuss the differences in opinions and reviews. What is similar? What is different? What do you personally think about the interpretation?
Post-it Popcorn: After discussion students return to their seats and are given post-it notes. They then are asked to write important differences between the movie and novel that they noticed while watching. Students then place the post-its on a collaborative board.
Approach:
Visual Learning: The Post-it note collaboration allows for a visual record of information and ideas (similar to the gender box activity). This will be helpful for the review that each student is expected to write. Students can look to the board for ideas. This is also a way for students to learn from one another.
Audience Responses: Students are exposed to various reviews of the film and asked to discuss these and their own ideas
Friday:
Entrance card: Did you like Jane Eyre? Why? Why not?
Discuss: Does anyone want to share their thoughts on Jane Eyre as a whole? Did you like the novel? Why? If not, why didn't you?
Reviews: Show a few examples of Jane Eyre book reviews on Youtube
Link: http://www.youtube.com/watch?v=HAfTbcu2h9c
Link: http://www.youtube.com/watch?v=IrGwvPNpQvc
Link: (this one compares films as well) http://www.youtube.com/watch?v=X16gCjACFrg
Approach:
-Media Studies: Students are exposed to an film interpretation of the text after having read it. Students will analyse the film while watching in comparison to the novel and the discussions that have been held in class.
Wednesday:
Movie: Movie continued
Handout: Handout and note-taking continued
Thursday:
Group 3 & 4: present quote/feminist interpretation
Movie: Finish movie
Reviews: Hand out reviews of the film and allow students time to read independently
Link: http://www.theguardian.com/film/filmblog/2011/sep/12/jane-eyre-feminism-fukunaga-adaptation
Link: http://www.nybooks.com/blogs/nyrblog/2011/mar/26/tame-jane/
Link: http://www.theglobeandmail.com/arts/film/a-jane-eyre-like-no-other/article628193/
Discuss: Groups are created by each student having read a different review. Students then discuss the differences in opinions and reviews. What is similar? What is different? What do you personally think about the interpretation?
Post-it Popcorn: After discussion students return to their seats and are given post-it notes. They then are asked to write important differences between the movie and novel that they noticed while watching. Students then place the post-its on a collaborative board.
Approach:
Visual Learning: The Post-it note collaboration allows for a visual record of information and ideas (similar to the gender box activity). This will be helpful for the review that each student is expected to write. Students can look to the board for ideas. This is also a way for students to learn from one another.
Audience Responses: Students are exposed to various reviews of the film and asked to discuss these and their own ideas
Friday:
Entrance card: Did you like Jane Eyre? Why? Why not?
Discuss: Does anyone want to share their thoughts on Jane Eyre as a whole? Did you like the novel? Why? If not, why didn't you?
Reviews: Show a few examples of Jane Eyre book reviews on Youtube
Link: http://www.youtube.com/watch?v=HAfTbcu2h9c
Link: http://www.youtube.com/watch?v=IrGwvPNpQvc
Link: (this one compares films as well) http://www.youtube.com/watch?v=X16gCjACFrg
Assignment: Review the novel & film! This can be a written review (like you would see in a magazine or newspaper) or a video review. This review will be posted to each student’s personal blog.
Work Time: Rest of the class is a work period
Approach:
-Multimedia: Students are shown YouTube reviews of Jane Eyre by young people. These reviews are fairly informal and show that young students can have an interest in literature in their spare time and enjoy sharing their opinions publicly. The review assignment can also be done as a video which allows for more creativity and is beneficial for students who prefer not to write. The video review is another form of literacy that is still valid and important to studying English.
Work Time: Rest of the class is a work period
Approach:
-Multimedia: Students are shown YouTube reviews of Jane Eyre by young people. These reviews are fairly informal and show that young students can have an interest in literature in their spare time and enjoy sharing their opinions publicly. The review assignment can also be done as a video which allows for more creativity and is beneficial for students who prefer not to write. The video review is another form of literacy that is still valid and important to studying English.
-Evaluating/Analysing Texts: Students are being critical of Jane Eyre and evaluating based on their own opinions.
Week Four:
Monday:
Group 5 & 6:
present quote/feminist interpretation
Work Time: Book/movie review/post to blog/fine tune blog assignment
Work Time: Book/movie review/post to blog/fine tune blog assignment
Tuesday:
Work Time: Students continue to work on their reviews (this work period will be judged by myself for need). Ask students to review their rubric checklist for their reviews.
Wednesday:
Computer lab: Explore the blogs of other classmates. Find three points from three different peer book/movie reviews that resonate with you. You either agree or disagree with the comments made about Jane Eyre. Record quotes, the name of the blogger and write a response to each. (this can be done as an addition to their own blog or they can hand-write/type it and hand it in)
Approach:
-Assessment for learning: Students are assessing other student's writing and ideas. Students are thinking critically about the writing of their peers and communicating their own responses and opinions. Students learn by elaborating on ideas and opinion surrounding feminism and Jane Eyre.
-Digital Literacy: Students are able to explore and use an online blog format and communicate through online discussion. This online format of critique and communication provides an opportunity for students to respond to any/all areas of interest.
Work Time: Students continue to work on their reviews (this work period will be judged by myself for need). Ask students to review their rubric checklist for their reviews.
Wednesday:
Computer lab: Explore the blogs of other classmates. Find three points from three different peer book/movie reviews that resonate with you. You either agree or disagree with the comments made about Jane Eyre. Record quotes, the name of the blogger and write a response to each. (this can be done as an addition to their own blog or they can hand-write/type it and hand it in)
Approach:
-Assessment for learning: Students are assessing other student's writing and ideas. Students are thinking critically about the writing of their peers and communicating their own responses and opinions. Students learn by elaborating on ideas and opinion surrounding feminism and Jane Eyre.
-Digital Literacy: Students are able to explore and use an online blog format and communicate through online discussion. This online format of critique and communication provides an opportunity for students to respond to any/all areas of interest.
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