Analyzing Character Development in Three Short Stories About Women
Review Publish Date: 2021-05-04 07:54:15
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Students read three short stories about women; discuss the development of female characters, gender differences, and society' s expectations; and write scripts in which the characters discuss their similarities and differences. In this lesson, students will read three short stories about women, written in different historical periods. Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations. To understand and make sense of the story, students will also get to know each author. During the last session, students will compare all women characters in the three stories and will bring them to life by having the characters meet and discuss similarities and differences in their lives.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Character Trading Cards - Link does not work
Venn Diagram - Requires Flash - try utilizing a different educational tool to achieve the same learning outcome c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Reviewer Notes: Content is divided into 9 learning sessions with opportunities for extensions Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Santa, C.M. (2006). A vision for adolescent literacy: Ours or theirs? Journal of Adolescent & Adult Literacy, 49(6), 466–476.
Many students in grades 4-12 are struggling readers who have poor reading comprehension because they lack strategies to help them understand what they read.
Students can benefit from a curriculum that provides opportunities for them to understand texts better by exploring their own thoughts and questions.
Students learn better when they consciously develop and use different strategies to understand texts.
To help students comprehend what they read, teachers should activate background knowledge or help students gain background knowledge.
Students learn by working persistently in activities that require writing, talking, and using information.
Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 6/14 Top
j. Content builds on prior learning
Reviewer Notes: Question guidelines, student observation checklists k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.