Ivy Tiedman | EDUC 232 | Unit

Plan
Unit Title: Feminism
Grade level: 10th grade
Length of unit: 5 weeks (assume block periods)
Stage 1 Desired Results
DO NOT RESPOND TO THE QUESTIONS IN TURN (Use the questions to help guide your completion of each section)
Meaning (Transfer Goals)
Enduring Understandings/Generalizations:

Essential Questions:

We can come to a deeper understanding of texts by reading them from a How does a feminist approach to literature help us create deeper
feminist perspective
understanding of the text?
There is an inherent disadvantage in the U.S. society if you are not male
What is feminism?
A feminist is someone who believes in equality
Who does feminism affect?
Feminism is the advocacy of womens rights on the grounds of political,
How does sexuality play a role in feminism?
social, and economic equality to men
Who/what is a feminist?
Different texts/media can discuss the exact same topic in a variety of
How does a music video discuss a topic differently than an informative text
ways
would?
Understanding character traits helps us understand individuals on a
deeper level
Knowledge & Skills Acquisition
Learning Targets:
Students will know

Vocabulary: words necessary to comprehend the texts in this unit

Literary concepts:
o Summary
o Debate
o Citations
o Theme
o Symbolism
o Point of View

Students will be able to

Define feminism
Identify character traits
Identify and analyze visual symbolism
Reflect on their (the students) connection (or lack thereof) to feminism
Argue the merits/demerits of placing boys/men and girls/women on the same
scale (girls playing male sports, etc.)
View a variety of texts through a feminist perspective

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Plan

o Characterization
o Conflict
o Fact & Opinion
Other key concepts & people:
o Feminism
o Womens Suffrage Movement
o 19th Amendment
o Racial inequality
o Sexism
o Misogyny
o Masculinity
o Text explicit, text implicit, and script implicit questions
o Stereotypes
o Sexuality

Create a project about a prominent figure in the feminism movement

Select and defend characterization of a selected figure within a fictional piece
Summarize various texts
Discuss role of sexuality in texts
Create connections between a literary work and real life examples
Discern between fact and opinion

Standards:
RL.0-10.IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing,
making inferences, summarizing, and monitoring for comprehension.
RL.9-10.IA.2 Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four
Freedoms speech, Kings Letter from Birmingham Jail), including how they address related themes and concepts.
W.9-10.2 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.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Ivy Tiedman | EDUC 232 | Unit

Plan
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
SL.9-10.IA.7 Debate an issue from either side.
SL.9-10.4 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.
Resources/Materials:
Literature:
Little Women by Louisa May Alcott
Excerpts from Forever by Judy Blume (http://www.npr.org/templates/story/story.php?storyId=127482114)
Articles/texts:
On Womans Right to Suffrage by Susan B. Anthony (http://www.nationalcenter.org/AnthonySuffrage.html)
Feminists Treat Men Badly. Its Bad for Feminism. by Cathy Young
(https://www.washingtonpost.com/posteverything/wp/2016/06/30/feminists-treat-men-badly-its-bad-for-feminism/?
utm_term=.915634b77317)

Ivy Tiedman | EDUC 232 | Unit

Plan
Aint I A Woman? by Sojourner Truth (https://www.commonlit.org/texts/ain-t-i-a-woman)
Should Girls Be Allowed to Play High School Football? by Josh Bean (https://www.commonlit.org/texts/should-girls-be-allowed-to-playhigh-school-football)
Can Men Really Be Feminists? by Noah Berlatsky (http://www.theatlantic.com/national/archive/2014/06/men-can-be-feministstoo/372234/)
Why More Women Choose Not to Marry by Pepper Schwartz (http://www.cnn.com/2014/10/15/opinion/schwartz-single-women/)
Film/video:
Beyonc music videos Run the World (https://www.youtube.com/watch?v=VBmMU_iwe6U), Pretty Hurts
(https://www.youtube.com/watch?v=LXXQLa-5n5w), If I Were A Boy (https://www.youtube.com/watch?v=AWpsOqh8q0M)
What Does Feminism Mean to You? (https://www.youtube.com/watch?v=gG-YYu-GZ-o)
Lauren Southern: Why I am not a feminist (https://www.youtube.com/watch?v=vNErQFmOwq0)
10 Hours of Walking in NYC as a Woman (https://www.youtube.com/watch?v=b1XGPvbWn0A)
Little Women: Beth Dies (https://www.youtube.com/watch?v=akDdVBb73zs)
How to Write an Argumentative Essay by Shmoop (https://www.youtube.com/watch?v=-lzGy5gizKg)
Stage 2 Evidence (Assessment)
DO NOT RESPOND TO THE QUESTIONS IN TURN!!!
Diagnostic Assessment:

KWL Chart: Have you heard of the terms feminism or feminist? What do you know about these terms? If you dont know much about them, what do
they make you think of? What would you like to know about feminism? (Any questions are good questions!) What are you hoping to learn or discuss in
this unit?
o We will continually utilize this chart throughout the unit by asking them to add to it after each class period where significant discussion or artifact
analysis has taken place (I will explicitly instruct them to pull out their KWL chart to include new information they learned in class today)

Ivy Tiedman | EDUC 232 | Unit

Plan
Formative Assessment (Assessment for Learning):

On Womans Right to Suffrage & Aint I A Woman?

o Quick Write: Summarize Susan B. Anthonys statements within the text. Write 1-2 sentences detailing the theme (main idea/underlying meaning)
with 2 pieces of textual evidence to solidify your thinking. After your summary, write an additional 1-2 sentences on how her statement ties in with
feminism. Is this a feminist text? Why or why not? Does it define feminism? If so, how? What would Susan B. Anthony say feminism is?
o Think-Pair-Share: Answer the following questions individually, then pair up with a partner to discuss. Note similarities and differences between
your answers.
What is the theme of Sojourner Truths essay?
How does race factor into her theme?
Is this a feminist text? Why or why not?
How is it different than Susan B. Anthonys text?
How is it the same as Susan B. Anthonys text?
o Double Bubble: As a class (and as the final part of the TPS), construct a double bubble that showcases the characteristics of On A Womans
Right to Suffrage and Aint I A Woman? Show similarities/connections and how they differ from one another.
Should Girls Be Allowed to Play High School Football?
o Debate: Split the class into two groups, give each student a role within their respective groups, and start a debate. One group will argue for girls
playing football, one group will be against. We will do this before we read the text.
o Whole Class Discussion: After reading the article individually, we will come back as a class and discuss if this changed anything with connections
to the previous debate. Do you find yourself switching sides after this article? Why or why not? How does this relate to feminism?
Feminists Treat Men Badly. Its Bad for Feminism. & Can Men Really Be Feminists?
o S-O-S Summary: I present a statement, ask their opinion and then for support. Read the following statement: ____________ What does it
mean? Whats your opinion? (Circle I AGREE or I DISAGREE) Support your opinion with evidence (facts, data, reasons, examples, etc.) The
statement will be The feminist movement is bad for men
Little Women
o Dialectical Journal: Will happen off and on throughout the unit with each question being asked in the appropriate/applicable chapter with potential
examples are below
What themes did you see? (Ask this at the very end)
From which point of view is it written? How does it advance the purpose of the novel?
Who are the main characters?
What type of conflicts do we see?

Ivy Tiedman | EDUC 232 | Unit

Plan
What is the role of women and girls in Little Women? How are mothers represented? What about single/independent women?
Describe the nature of Laurie and Jos relationship. How does it adhere or stray from the way we expect mens and womens friendships
to be during that time?
What are gender-specific stereotypes we see throughout the novel?
How does the burning of Jos dress connect to feminism? Does it?
Which character do you identify with in Little Women? Why?
o Vocabulary Word Wall: Students will keep a log of words they find necessary for the comprehension of the text; each morning when discussing
the assigned chapter(s), students will offer up their word selections and the class will choose two to add to a bulletin board of vocabulary words
for constant reference
Vocabulary Quizzes: Two throughout the novel based on word wall
o Newspaper Advertisement: Channel your inner Jo March and create some type of advertisement for the womens rights with a focus on the
Womens Suffrage Movement (can be a want-ad, a newspaper ad something that would have been seen in 1868 when the novel was
published)
o Fishbowl Discussion: Is Laurie a feminist?
o Compare and Contrast:
Compare Megs experiences with the ones of the woman walking in NYC what similarities do you see? Differences?
How are Amy and Jo the same? How are they different? Are they feminists? What characteristics of them morph your understanding of
feminism?
Excerpt from Forever
o Socratic Seminar: What might be a good title for this section? Why? How does/doesnt sexuality relate to feminism?
Beyonc videos
o Graffiti Wall: Write whatever you think of when you watch the videos with discussion of the ideas most frequent on the wall
Consider how the videos and lyrics complicate your understanding of feminism (sexuality, masculinity, misogyny, etc.)
Summative Assessment (Assessment of Learning):

Argumentative Essay: (at the end of the novel) Jo could be portrayed as a feminist in that she oftentimes unapologetically acts like a tomboy. However,
ultimately she opts to get married, have children, and settle down, which isnt always feminist in some views. In 2 pages decide whether Jo is a feminist
or not and provide evidence as to why. How does/doesnt she defy gender stereotypes? They should also include a brief reflection on how our analysis of
the feminism within Little Women helped them comprehend the text. How can a feminist approach to texts assist with comprehension?
Who Is A Feminist? Project: Students will identify a prominent figure in the feminist movement, someone we have not discussed in class. They will focus
on why he/she was a feminist and what we can learn from his/her work. This person can be real or fictional. They should research the person their

Ivy Tiedman | EDUC 232 | Unit

Plan
characteristics, their background, movements they were part of, etc. Theyll brainstorm, draft, revise, edit, and submit an essay about their person of
choice. The essay should include textual evidence from at least one text discussed in class to back up their feminist figure and why he/she is a feminist.
The end of the essay should include a brief metacognitive reflection on how they identify with their figure of choice (or dont) and a brief section on how
viewing/reading texts through a feminist lens helps us comprehend and/or analyze texts. They will then present their selection to the class with the aid of
visual creation of some sort (poster, PowerPoint, sculpture, etc.) that explains their figure.

Ivy Tiedman | EDUC 232 | Unit

Plan

Who Is A Feminist Project?

Goal: You will identify a prominent figure in the feminist movement (male/female/transgender/etc.). This person should not have been a topic of
discussion during class (i.e. do not use any of the authors, musicians, or fictional characters discussed). This person can, however, be real or
fictional (a la Jo March in Little Women). Your focus will be on why your chosen individual was/is a feminist and what we can learn from their work. At
the end, you will include a self-reflection on your identification (or lack thereof) to your chosen figure and how viewing/reading texts through a
feminist lens helps us comprehend and/or analyze texts.
What You Will Research: Personality characteristics, background (Where did they come from?), education, movements they started and/or were part
of, speeches, essays, books, videos, opposition they faced (if any), among other things you find pertinent to the understanding of your individual.
Your Final Products:
1. A 3-4 page essay (double spaced, size 12, Times New Roman, 1-inch margins) that includes 3 outside sources and one reference to a
text/video we have discussed in class, ending with a self-reflection on how you do or dont identify with your chosen figure and the
importance of viewing texts/information through a feminist lens (how it helps us comprehend and/or analyze on a deeper level)
2. A visual creation/aid about your individual this can be a poster, a PowerPoint, sculpture, painting, drawing, paper handout, short video (1
minute), chart, photographs, transparencies, etc. If you are choosing to do something not on this list, please clear it through me first.
3. A short presentation (5 minutes max.) covering the following:
a. Who is your figure?
b. What makes them a feminist?
c. What can we learn from them?
Why: We have spent the entirety of this unit looking at feminism - the advocacy of womens rights on the grounds of political, social, and economic
equality to men. Weve read Little Women, weve analyzed informative articles, checked out opinions, and watched videos to help solidify our
knowledge of what a feminist is. You should be able to apply all that information to find your own definition of a feminist. Womens equality is a
movement that is not going anywhere and its effect on our society is of utmost importance.
How: You will be given three class work days to complete this project. Revisions will occur in two of those days, so as you may imagine, there is a
fair amount of outside work required. Be prepared to make the most of your given work days, but know that you will need to make final touches at
home or before or after school. I will be available Tuesday-Friday of presentation week at 7 a.m. until 4:30 p.m. for questions.

Ivy Tiedman | EDUC 232 | Unit

Plan

Who Is A Feminist? Project Rubric

CONTENT

RESEARCH

SELF & FEMINISM REFLECTION

GRAMMAR/MECHANICS

ORGANIZATION

VISUAL AID
PRESENTATION

4
** Feminist figure is new to class
** Clear connections as to why they
are a feminist
** 3+ conclusions about what we
can learn from them

3
** Feminist figure is new to class
** Adequate connections as to why
they are a feminist
** 2 conclusions about what we can
learn from them

** Provides 3+ outside sources

** Sources provide strong support
to feminist figure chosen with
detailed and accurate information
** 1+ textual evidence pieces
incorporated from class discussion
** Thoughtful self-reflection on
identification (or lack thereof) to
chosen figure
** Authors voice is very clear
** Comprehensive analysis of
importance of viewing texts through
a feminist lens

** Provides 2 outside sources

** Sources provide support to
feminist figure and is accurate, but
is lacking in detail
** 1 textual evidence piece
incorporated from class discussion
** Self-reflection on identification (or
lack thereof) to chosen figure is
evident
** Authors voice mostly clear
** Adequate analysis of importance
of viewing texts through a feminist
lens

2
** Feminist figure was briefly
discussed in class
** Some connections as to why they
are a feminist
** 1 conclusion about what we can
learn from them
** Provides 1 outside source
** Sources are clear but not well
supported with detailed and/or
accurate information
** 0 textual evidence pieces
incorporated from class discussion
** Self-reflection on identification (or
lack thereof) to chosen figure is
sometimes present
** Authors voice somewhat clear
** Some analysis of importance of
viewing texts through a feminist
lens

** Impressive word choice

** Spelling, capitalization, and
punctuation are consistently
accurate
** Essay reads exceptionally well
** Logical flow
** Superb sentence transitions

** Strong word choice

** Spelling, capitalization, and
punctuation are mostly accurate

** Adequate word choice

** Spelling, capitalization, and
punctuation are fairly accurate

** Essay reads well

** Mostly logical flow
** Good sentence transitions

** Visual provided immensely

enhances the topic
** Holds attention of entire audience
with direct eye contact
** Succinctly covers figure, what
makes them a feminist, & what we
can learn from them
** Significantly increases audience
understanding of topic

** Visual provided mostly add to the

topic
** Consistent use of direct eye
contact
** Adequately covers figure, what
makes them a feminist, & what we
can learn from them
** Raises audience understanding
of most of the topic

** Essay is confusing at times

** Fairly logical flow
** Sentence transitions are rocky or
present sparingly
** Visual provided somewhat add to
the topic
** Displays minimal eye contact with
audience
** Covers some, not all aspects of
the chosen figure (what makes
them a feminist & what we can
learn from them)
** Raises audience understanding
of some of the topic

1
** Didnt choose a new feminist
figure
** No connections as to why theyre
feminists
** 0 conclusions about what we can
learn from them
** Provides 0 outside sources
** Sources are not evident, no
support presented for feminist figure
** 0 textual evidence pieces
incorporated from class discussion
** Self-reflection on identification (or
lack thereof) to chosen figure is not
evident and/or missing
** Authors voice not there or not
clear
** No analysis of importance of
viewing texts through a feminist
lens
** Poor/basic word choice
** Spelling, capitalization, and
punctuation lack accuracy
** Essay doesnt make sense
** Lacks flow
** Sentence transitions are not
present within the essay
** Visual provided doesnt connect
to the topic
** Holds rare to no eye contact with
audience
** Fails to cover most aspects of
their chosen figure
** Fails to increase audience
understanding of the topic

Ivy Tiedman | EDUC 232 | Unit

Plan

Narrative Essay
My purpose in teaching this unit on feminism is to educate students on the unequivocal importance of womens equality. It is a topic that is
simple to cover within a social studies classroom, but I find it essential to branch it into the English curriculum because of the ability to analyze the
concept on a deeper level, rather than basing it solely on monumental events. Ultimately, students will be able to understand why its key to read
texts (or view media) through a feminist lens. The female voice is one that has been continually stifled in America, and historically in an English
setting, men have been the focus. By simply altering our perspective from that of a man to that of a woman, we are allowing ourselves the
opportunity to comprehend texts in a more engaging way.
I am hoping students can begin to answer thought-provoking questions, which have multiple answers. Questions like, what is feminism?
Who does feminism affect? Who/what is a feminist? How does sexuality play a role in feminism? Not only that, but I aim for students to understand
many English/Language Arts concepts as well, such as: How do different texts (written, visual, etc.) uniquely cover topics? Why do we need to
evaluate character traits to better understand individuals? They should be able to find a way to make connections between themselves and
feminism. This unit allows several opportunities for teens to self-reflect on their personal thoughts in a supportive environment.
Blooms Taxonomy was a driving force in every one of my decisions within my unit plan. Though I believe each level has been addressed, Id
like to point to specific instances where the connections are highly visible. Remembering occurs explicitly in the vocabulary quizzes set up
throughout Little Women. Understanding runs rampant through the frequent use of summaries, especially after On Womans Right to Suffrage.

Ivy Tiedman | EDUC 232 | Unit

Plan
Applying happens in the strategically-placed Socratic seminars. Analyzing the character differences of Amy and Beth through a compare and
contrast chart shows students two unique individuals who could both be feminists. Evaluating is at the core of the debate about girls involvement in
high school football. Creating is evident within the final project, where students will apply all their accumulated knowledge to construct their own
definition of feminism. Again, I find my links to Blooms Taxonomy spread far and wide throughout the feminism unit, but I would also like to mention
that my classroom has taken a decidedly discussion-based approach for this unit. I dont believe feminism is a term that can be easily identified and
is a concept that changes depending upon who you ask. Writing in their dialectical journals form the basis of their opinions, so we are able to
elaborate on them throughout class by questioning the norm regularly.
Purposefully, I intended to include formative assessment opportunities in nearly every single class. This most often occurs within my review
of the dialectical journals during the entirety of the unit. My goal within these reviews is to pose clarifying questions (if needed), but to also probe the
students to think deeper about the subject at hand. Theyll be able to review my notes consistently and adapt their thinking to reach the various
levels of Blooms Taxonomy. I allow plenty of opportunities for partner and small group work, during which I will be able to guide discussion, ask
questions, and check for student comprehension. My classroom also integrates graphic organizers with a fair frequency to assist students in
compiling and organizing the information theyve received.
Finally, we will delve into two summative assessments the first is an argumentative essay, the second also an essay with a visual aid and
presentation component. The argumentative essay requires students to decide whether Jo March is a feminist or not. The dialectical journals and
class discussions should appropriately prepare students for this essay. After the presentation of newly-read chapters, opinion articles, videos, and

Ivy Tiedman | EDUC 232 | Unit

Plan
the like, they will be reflecting on what theyve learned and how their definition of a feminist and feminism is complicated. Then, their final project will
work off all previous formative assessments along with their argumentative essay. Theyll have to do a bit of research to find a new feminist figure to
introduce the class to. Their selection should be influenced on the assignments, readings, videos, and discussions weve had in class and the way in
which they define a feminist will be something they have continued to mold since the start of the unit. Adding in the self-reflection piece encourages
them to consider the definitions theyve created. And ultimately by finishing up with a brief analysis of how feminist texts and/or a feminist lens placed
on texts, weve come full circle so they can comprehend the necessity of the unit.
I loved planning this unit, but it was challenging. I think perhaps the most difficult aspect of this process is figuring out where to start limiting
your scope. With a topic like feminism, there are many moving parts; its not a simple decision to figure out how to justify the inclusion of certain texts
but not others. I had to continually remind myself that I was teaching 10 th graders, not a college seminar course. That being said, part of the joy for
me was locating a variety of texts to utilize. I think it is extremely limiting for English teachers to assume they can only use novels to effectively teach
a concept. My approach is to include a plethora of examples, which I find quite essential in creating long-lasting, real world connections for my
students.
The pacing calendar was a helpful visual for me to see the coursework all laid out day by day. I know I have a tendency to overload with
information when I should pare it down. In my mind, Id rather be over-prepared rather than under-prepared, but I am hopeful that once I begin
teaching I get a better sense of how long activities will take. I tried to be mindful of this tendency of mine, thus attempted to keep daily coursework
simple rather than complicate it. I am also aware that I opted to do a five week unit, which is longer than recommended. I truly felt I could not dive

Ivy Tiedman | EDUC 232 | Unit

Plan
into the topic with the density and breadth required without using these full five weeks. Not only that, but I know the likelihood of students reading
outside of the classroom is shaky at best, so I didnt want to provide an excessive amount of pages for homework. By reading a mere 30 pages a
night, it stretched just the reading portion of my unit to three weeks. Little Women is a long book! However, there is a fair amount of information and
ideas to unpack; I wanted to give my students the opportunity to do just that. Overall, I found the exercise useful and could see myself implementing
some, if not all, of this unit into my future classroom.