American Women Writers of 1865-1914:

A Literature Unit

Stacy Ludwig

ENG 859-80 Colloquium on

American Literature: 1855 to the Present

Dr. Susanne George Bloomfield

July 18, 2010

Unit Overview

This 15 day unit will explore the lives and works of women writers and the changing roles of

women in America from 1865-1914. During the unit, students will read numerous poems, short

stories, and a speech, complete literature analysis activities, complete a variety of writing

assignments, conduct research, prepare a multi-media presentation, and utilize technology in a

variety of ways.

Objectives

Objectives are listed on individual lesson plans.

Literature Selections

Selections to be read during the unit will include the following:

"Woman's Right to Suffrage" by Susan B. Anthony

"The Story of an Hour" by Kate Chopin

"The Yellow Wall-paper" by Charlotte Perkins Gilman

"I'm Nobody! Who are you?" by Emily Dickinson

"Hope is the Thing with Feathers" by Emily Dickinson

"This is my letter to the World" by Emily Dickinson

"A Narrow Fellow in the Grass" by Emily Dickinson

"Because I could not stop for Death" by Emily Dickinson

"A White Heron" by Sarah Orne Jewett

Assignment Summary

Composition of a response/reaction paragraph based upon Internet research findings.

Analysis of three short stories, one speech, and numerous poems.

Completion of reading/discussion questions.

Composition of a biographical criticism.

Creation of a PowerPoint or Movie Maker project based upon Internet research.

Oral presentation of PowerPoint or Movie Maker project.

Identification and analysis of various literary devices and techniques.

Composition of a comparison/contrast essay regarding the narrators of two short stories.

Completion of an illustration based upon a line or lines of poetry.

Participation in small group and large group discussions.

Completion of a response essay.

Lesson: "The Story of an Hour"

Grade Level: 11

Instructor: Stacy Ludwig

Length of Lesson: 3-48 minute class periods

State Standards: LA 12.1.4.b LA 12.1.6.c LA 12.1.6.j LA 12.2.1

LA 12.1.4.c LA 12.1.6.d LA 12.1.6.l LA 12.2.2

LA 12.1.6.a LA 12.1.6.g LA 12.1.6.n LA 12.3.1.a

LA 12.1.6.b LA 12.1.6.h LA 12.1.6.o LA 12.4.1.a

______________________________________________________________________________

Abstract of Exercise

Students will examine information about Kate Chopin's life and read one of her short

stories to explore the role of women in 19th century American society. A research

handout, a reaction/response paragraph, and biographical criticism will comprise the

research and writing components of the lesson.

Learning Objectives

Students will conduct Internet research to explore the life and works of a 19th century

American author.

Students will compose a response/reaction paragraph based upon their research findings.

Students analyze Mrs. Mallard's character development in relation to women's roles in

19th century America.

Students will compose a biographical criticism based on the selection.

Materials/Resources

student journals and writing utensils

"A Woman Far Ahead of Her Time' article at

http://www.vcu.edu/engweb/eng384/chopinhoward.htm

Chopin biography at http://www.learner.org/amerpass/unit08/authors-2.html

computers with Internet access

Internet research handout

Kate Chopin slide show

SMART Board projector

hard copies of "The Story of an Hour"

"The Story of an Hour" Reading and Discussion Questions

Anticipatory Set

When students walk into class, this journal topic will be projected onto the SMART

Board: Have you ever experienced an emotion that was considered inappropriate by your

friends, family, or coworkers? If you have, take a few minutes to write about this

experience in your journal. If you have not, reflect upon a time when you may have seen

someone else expressing an inappropriate emotion. After students have finished writing,

we will discuss their responses and explore the nature of standards of behavior in society.

Analytical Questions

How do you define freedom?

What are psychosomatic illnesses?

Do you believe in traditional gender roles in marriage, or do you believe that men and

women should be equal partners?

Activities

Day 1

Students will complete anticipatory set journal activity and participate in discussion.

Students will individually conduct Internet research and fill out the research handout.

Students will compose a paragraph responding or reacting to what they learned about

Chopin's life and works. This may be handwritten or word-processed.

Both assignments need to be completed by the beginning of class on Day 2.

Day 2

In a large group, each student will orally share one interesting piece of information they

learned about Chopin.

After the research sharing time is over, students will hand in their research handouts and

response/reaction paragraphs.

Teacher will present Kate Chopin and "The Story of an Hour" slide show to provide

background information to students before they begin reading the selection.

After the slide show, students will individually read "The Story of an Hour" and complete

the discussion question worksheet.

Both assignments need to be completed by the beginning of class on Day 3.

Day 3

As a large group, students will discuss their answers to the study questions.

After the discussion period, students will begin work on a biographical criticism that

analyzes the elements of "The Story of an Hour" and relates them to Chopin's life. Using

what they learned in their research and by reading the story, students will write a short

paper discussing the ways in which Chopin's life affected her fiction.

The biographical criticism needs to be completed by the beginning of class on Day 4. It

may be handwritten or word-processed.

Assessment and Follow-up

Students will be assessed on each of the following:

1. completion of Internet research

2. completion of response/reaction paragraph

3. completion of the discussion question worksheet

4. completion of biographical criticism

______________________________________________________________________________

Idea for lesson inspired by the following sources:

1. "Kate Chopin: 1851-1904." Literature and the Language Arts: The American

Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001.

454. Print.

2. Chopin, Kate. "The Story of an Hour." 1894. Literature and the Language Arts: The

American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm

Publishing, 2001. 454. Print.

3. Woodlief, Ann Matthews. "Reading and Discussion Questions on Kate Chopin's "The

Story of an Hour"." English Department, Virginia Commonwealth University.

7 October 2006. Web. 12 July<http://www.wsu.edu/~campbelld/amlit/

storyhour.htm>.

English 11

Internet Research

Name:__________

________________________________________________________________________

Directions:

1. Please visit the following sites:

http://www.vcu.edu/engweb/eng384/chopinhoward.htm

http://www.learner.org/amerpass/unit08/authors-2.html

2. Read the information provided at each site and list 10 things you learned about Kate

Chopin's life and times. Each piece of information listed is worth one point for a total of ten

points.

______________________________________________________________________________

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

________________________________________________________________________

Upon completion of your research, you will write a 150-250 word paragraph responding or

reacting to what you learned about Chopin's life and works.

AND

Upon completion of the paragraph, you will verbally share a minimum of one piece of new

information from your research not previously cited by another student. This portion of the

assignment is worth one point.

Response/Reaction Paragraph Rubric

Teacher Name: Ms. Ludwig

Student Name: ________________________________________

CATEGORY 4 3 2 1

Quality of

Information

Information

clearly relates to

the main topic. It

includes several

supporting details

and/or examples.

Information clearly

relates to the main

topic. It provides 1-2

supporting details

and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples are

given.

Information has

little or nothing to

do with the main

topic.

Internet Use Successfully uses

suggested internet

links to find

information and

navigates within

these sites easily

without

assistance.

Usually able to use

suggested internet

links to find

information and

navigates within

these sites easily

without assistance.

Occasionally able to

use suggested

internet links to find

information and

navigates within

these sites easily

without assistance.

Needs assistance

or supervision to

use suggested

internet links

and/or to navigate

within these sites.

Mechanics No grammatical,

spelling or

punctuation

errors.

Almost no

grammatical,

spelling or

punctuation errors

A few grammatical

spelling, or

punctuation errors.

Many

grammatical,

spelling, or

punctuation

errors.

Paragraph

Construction

Paragraph

includes

introductory

sentence,

explanations or

details, and

concluding

sentence. All

sentences are

well-constructed

with varied

structure.

Paragraph includes

introductory

sentence,

explanations or

details, and

concluding sentence.

Most sentences are

well-constructed

with varied

structure.

Paragraph includes

related information

but is not well-

constructed. Most

sentences are well-

constructed but have

a similar structure.

Paragraphing

structure was not

clear and

sentences were

not typically

related within the

paragraph.

Sentences lack

structure and

appear incomplete

or rambling.

Organization Details are placed

in a logical order

and the way they

are presented

effectively keeps

the interest of the

reader.

Details are placed in

a logical order, but

the way in which

they are

presented/introduced

sometimes makes

the writing less

interesting.

Some details are not

in a logical or

expected order, and

this distracts the

reader.

Many details are

not in a logical or

expected order.

There is little

sense that the

writing is

organized.

"The Story of an Hour" Kate Chopin (Slide Show Notes)

Slide 1 -wrote realistically about love and marriage -used psychological realism (addressed real thoughts a person might have) -first American author to deal with woman's issues Slide 2 -theme of the story is female self-assertion -magazines refused to publish the story because they felt it was unethical Slide 3 --male editors especially disliked the story -they wanted her to soften up her characters and make them more idealistic and less independent

English 11

"The Story of an Hour"

Reading and Discussion Questions

Name:_______________

______________________________________________________________________________

1. The setting of the story is very limited; it is confined largely to a room, a staircase, and a front

door. How does this limitation help to express the themes of the story?

___________________________________________________________________________

2. What kind of relationships do the Mallards have? Is Brently Mallard unkind to Louise

Mallard, or is there some other reason for her saying "free, free, free!" when she hears of his

death? How does she feel about him?

___________________________________________________________________________

3. What was the "very elixir of life" that Louise Mallard was drinking after she heard of her

husband's death?

___________________________________________________________________________

4. Mrs. Mallard is described as descending the stairs "like a goddess of Victory." In what ways

does she feel herself victorious?

___________________________________________________________________________

5. What is meant by the line, "...only yesterday she had thought with a shudder that life might be

long."?

___________________________________________________________________________

6. What view of marriage does the story present? The story was published in 1894; does it only

represent attitudes toward marriage in the nineteenth century, or could it equally apply to

attitudes about marriage today?

___________________________________________________________________________

7. What do you think is the significance of the story's title?

___________________________________________________________________________

8. If this is, in some sense, a story about a symbolic journey, where does Mrs. Mallard "travel"?

___________________________________________________________________________

9. How is the final line of the story an example of dramatic irony?

___________________________________________________________________________

10. What actually caused Mrs. Mallard's death?

___________________________________________________________________________

Biographical Criticism Six Point Scoring Guide

SCORE SIX - A six paper is superior. It does ALL OR MOST of the following: Focuses and develops ideas in a sustained and compelling manner, showing creativity and insight.

Makes clear and convincing defendable inferential connections between the biographical information and the text with

important and relevant evidence. Commentary shows a deep understanding of the material.

Effectively organizes ideas in a clear, logical, detailed, and coherent manner using appropriate structures to enhance the

central idea.

Demonstrates involvement with the text and speaks purposefully to the audience in an appropriate, individualistic, and

engaging manner.

Uses multiple sentence structures and word choices effectively and with a sense of control for stylistic effect.

Commits few, if any, errors in Standard English rules for grammar/usage and mechanics.

SCORE FIVE -A five paper is distinctly above average. It does ALL OR MOST of the following: Focuses and develops ideas in an effective and detailed manner.

Makes clear, defendable inferential connections between the biographical information and the text with important and

relevant evidence. Commentary is provided to explain the connections to the whole piece of literature.

Organizes ideas clearly and coherently using structures appropriate to purposes.

Communicates a sense of commitment to the topic and to the audience's involvement.

Uses varied sentence structure and word choice effectively.

Commits few errors in Standard English grammar/usage and mechanics.

SCORE FOUR - A four paper is adequate. It exhibits ALL OR MOST of the following characteristics: Adequately focuses and develops ideas with detail.

Defends inferential connections with support and clarity, using relevant evidence. Commentary explains inferential

connections.

Organizes ideas in a satisfactory manner with adequate coherence and logic.

Uses a voice that is appropriate to audience and purpose.

Uses a variety of sentence structures and word choice, but occasionally displays some wordiness or ineffective diction;

sentences may be predictable.

Commits some errors in Standard English grammar/usage and mechanics that do not impede meaning; indicates basic

understanding of conventions.

SCORE THREE -A three paper is inadequate. It is clearly flawed in SOME OR ALL of the following

ways: Focuses, but may not display mature or well-developed content.

Attempts inferential claims but position is unclear and/or evidence is brief, tangential or based solely on personal

opinion. Commentary may be present but does not always connect to the claim or evidence.

Displays minimal organization; contains irrelevancies, digresses, rambles, or lacks logic.

Lacks sincerity of purpose in the writer’s attempt to involve the audience appropriately.

Uses sentence structure and word choice that are somewhat limited, simplistic, mundane, or otherwise inappropriate.

Contains flaws in Standard English rules of grammar/usage and mechanics that do not impede meaning; indicates some

consistent misunderstanding of the conventions.

SCORE TWO - A two paper is very weak. It reveals serious and persistent problems in

communications. It compounds the weaknesses of the 3 paper in SOME OR ALL of the following ways: Lacks focus and development; may list items with little or no supporting detail.

Inferential claim is unclear or absent; evidence is vague or missing. Commentary may be provided but does not connect

to claims or evidence.

Contains serious flaws in structure, organization and coherence.

Attempts, but fails in the writer’s attempt to involve the audience appropriately.

Uses sentence structure and word choices that are highly limited, simplistic, or otherwise inappropriate.

Displays consistent violations in Standard English rules of grammar/usage and mechanics that impede understanding.

SCORE ONE - A one paper is extremely weak. It has few redeeming qualities. It at least mentions the

topic, but generally fails to communicate with the reader. It does SOME OR ALL of the following: Simply repeats the topic or fails to provide adequate development.

Fails to establish inferential claims; evidence is not apparent. Commentary is absent.

Shows almost no structure, organization or coherence.

Does not address the audience appropriately.

Uses limited and/or immature sentence structure and word choice.

Overwhelms the reader with serious violations of Standard English rules grammar/usage and mechanics. (Helpful Handouts for Students and Teachers)

Lesson: Susan B. Anthony-"Woman's Right to Suffrage"

Grade Level: 11

Instructor: Stacy Ludwig

Length of Lesson: 1-48 minute class period

State Standards: LA 12.1.4.b LA 12.1.6.d LA 12.1.6.h LA 12.1.6.l

LA 12.1.4.c LA 12.1.6.e LA 12.1.6.i LA 12.1.6.n

LA 12.1.5.b LA 12.1.6.g LA 12.1.6.j LA 12.1.6.o

LA 12.1.6.a

______________________________________________________________________________

Abstract of Exercise

Students will examine a speech to interpret what suffrage laws meant for women in the

late 19th century. In addition, they will analyze arguments for women's suffrage and the

use of rhetoric to debate the key issues surrounding women’s right to vote.

Learning Objectives

Students will identify Susan B. Anthony as an important activist and articulate the

argument she makes in her speech for women's suffrage.

Students will define rhetoric and argument and recognize the use of these techniques in

the selection.

Materials/Resources

"On Trial" clip of America's Multicultural Heroes: Susan B. Anthony Tells Her Own

Story PowerMediaPlus Video

SMART Board projector

student journals and writing utensils

hard copies of "Woman's Right to Suffrage"

CD (audio) version of "Woman's Right to Suffrage"

"Woman's Right to Suffrage" question sheet

Anticipatory Set

Students will view the video clip that introduces them to Susan B. Anthony and her arrest

and trial for casting an illegal vote in the presidential election of 1872. As they watch,

they will jot down their thoughts about what they see and hear in their journals. After

viewing the video, we will discuss their responses as a group.

We will then complete a deductive reasoning activity. Instructions for this activity are on

page 453 of the text. "In logic, deduction is a form of inference in which particular

conclusions are reached by reasoning from certain general principles assumed to be true.

For example, if we know that all men have two legs and that John is a man, it is then

logical to deduce that John has two legs. This may be illustrated as: If A is true and B is

true, then C is true."

Using the previous statement as a model, students will develop three of their own

examples of deductive reasoning and share at least one with the class.

Analytical Questions

What is suffrage?

Who was Susan B. Anthony?

Why were women denied suffrage until 1920?

Activities

Day 1

Students will view anticipatory set video clip and participate in discussion.

Students will read literary tools information on page 448 of their text that defines and

explains the terms rhetoric and argument.

Students will listen to the audio version of "Woman's Right to Suffrage" as they follow

along in their textbooks.

At the conclusion of the speech, each student will work with a partner to create a cluster

chart to identify the main points that Anthony makes to support her argument that women

should have the right to vote. Students must include at least three points in their charts.

After the partner work is completed, students will share their ideas with the entire class,

and we will create a master cluster chart on the whiteboard and discuss how effectively

Anthony supported her argument.

For homework, students will complete the "Woman's Right to Suffrage" question sheet.

It will be due at the next day's class.

Assessment and Follow-up

Students will be assessed on each of the following:

1. completion of cluster chart

2. completion of "Woman's Right to Suffrage" question sheet

______________________________________________________________________________

Idea for lesson inspired by the following sources:

1. Anthony, Susan B. "Woman's Right to Suffrage." 1873. Literature and the Language

Arts: The American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm

Publishing, 2001. 449-450. Print.

2. "Susan B. Anthony: 1820-1906." Literature and the Language Arts: The American

Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001. 448.

Print.

English 11

Susan B. Anthony

Pages 448-451

Name:______________

_____________________________________________________________________________

"Woman's Right to Suffrage"

1. ________________ is the art of speaking or writing effectively.

2. _______________ is a form of rhetorical expression that is intended to convince or persuade.

argument rhetoric

______________________________________________________________________________

Read the introductory information about Susan B. Anthony on page 448 of your text. Then

answer the following questions.

3. Susan B. Anthony was first a member of the American temperance movement. The purpose

of this organization was to _____________________________.

4. The main goal of The Revolution newspaper was _______________ and _________________

for women.

5. Susan B. Anthony's personal creed/motto for life was _______________________________.

6. Susan B. Anthony was arrested in 1872 for ________________.

a. illegally protesting outside the White House

b. refusing to pay her taxes

c. voting illegally in the presidential election

7. The _____________ Amendment, also known as the Susan B. Anthony amendment, was

passed in 1920.

______________________________________________________________________________

Read "Woman's Right to Suffrage" on page 449-450 of your text. Then answer the

following questions.

8. What is Anthony attempting to prove in this speech?

a. To prove that all Americans are created equal.

b. To prove that she committed no crime by voting; she was exercising her right as an

American.

c. To prove that the Constitution discriminates against women.

9. What part of the Constitution does Anthony quote in this speech?

a. the 2nd Amendment

b. the Bill of Rights

c. the Preamble

10. What point is Anthony trying to make by quoting the Constitution?

a. She wants to point out that "We the people of the United States" refers to all people

and not just male citizens.

b. She wants to appear to be educated in government matters to have more credibility

with her audience.

c. Thomas Jefferson had been a friend of hers, and he supported her cause.

11. What is an oligarchy?

a. a government of the people

b. a government in which a small group of people exercises control, especially for

corrupt and selfish purposes

c. another word for democracy

12. What does Anthony claim happens in an oligarchy of learning?

a. The rich govern the poor.

b. Every citizen has the opportunity to learn.

c. The educated govern the ignorant.

13. What does Anthony claim happens in an oligarchy of wealth?

a. Men govern women.

b. The rich govern the poor.

c. White men govern all minorities.

14. What type of oligarchy does Anthony believe is the worst?

a. The oligarchy of wealth.

b. The oligarchy of learning.

c. The oligarchy of sex.

15. According to Anthony, the only question left to be answered is, ____________.

a. "When will women get the right to vote?"

b. "Are women persons?"

c. "Why are women still being discriminated against?"

16. What does Anthony claim to be "null and void"?

a. the Bill of Rights

b. the voting laws of the state of New York

c. discrimination against women in the Constitution and laws of several states

17. What is the central argument in Anthony's speech?

a. Women are citizens of the United States, just like men, and as such they deserve the

same democratic rights as men.

b. All discrimination is illegal.

c. Other forms of government allow women voters, so should democracies.

18. In the closing of her speech, Anthony declares "every discrimination against women" null

and void, "precisely as is every one against Negroes." Explain how the discrimination

against African Americans at that time could be compared to the discrimination that

Anthony speaks about.

___________________________________________________________________________

___________________________________________________________________________

19. Why do you think Anthony was willing to be arrested for her convictions and risk

imprisonment by refusing to pay the fine imposed by the judge?

___________________________________________________________________________

___________________________________________________________________________

20. If you had been in the audience when Anthony gave this speech, would you have been

persuaded by her rhetoric? Do you think you would have agreed or disagreed with her

argument? Support your answer.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Lesson: "The Yellow Wall-paper"

Grade Level: 11

Instructor: Stacy Ludwig

Length of Lesson: 5-48 minute class periods

State Standards: LA 12.1.4.b LA 12.1.6.d LA 12.1.6.n LA 12.3.2

LA 12.1.4.c LA 12.1.6.g LA 12.1.6.o LA 12.3.3

LA 12.1.6.a LA 12.1.6.h LA 12.2.1 LA 12.4.1

LA 12.1.6.b LA 12.1.6.j LA 12.2.2

LA 12.1.6.c LA 12.1.6.l LA 12.3.1

______________________________________________________________________________

Abstract of Exercise

Students will use primary sources to explore the status of women in the 19th and early

20th century. They will then read a short story that addresses the role of women in

society at this time. The lesson includes research, technology, oral presentation, and

writing components.

Learning Objectives

Students will gain an understanding of the changing roles of American women in the 19th

and early 20th century.

Students will understand how class and marital status affected a woman's place and

role(s) in society in the 19th and early 20th century.

Students will create and present a multi-media project based upon Internet research.

Students will recognize Gilman's use of literary devices such as setting, narrative style,

symbol, and characterization.

Students will analyze the narrator of "The Yellow Wall-paper" as a representation of

Gilman's feminism.

Materials/Resources

computers with Internet access

Internet research information/topic breakdown handout

SMART Board projector

multi-media project rubric

literary terms review notes

hard copies of "The Yellow Wall-paper"

"The Yellow Wall-paper" active reading worksheet/questions

group discussion checklist

compare/contrast rubric

Anticipatory Set

When students walk into class, an image or illustration from "The Yellow Wall-paper"

will be projected onto the SMART Board. There are several interesting choices available

online. In their journals, students will note their responses to the image or illustration.

How does it make them feel? What does it make them think of? What kind of story

might include a visual representation like this? After they are done writing, we will

briefly discuss their responses.

Analytical Questions

What is postpartum depression?

Can a cure ever be worse than the disease?

How would you feel if someone else made all your decisions for you?

Activities

Day 1

Students will complete anticipatory set journal activity and participate in discussion.

Students will break into small groups to conduct Internet research that explore the

historical, social, and cultural background of American women in the 19th century.

o Topics include the following:

Nineteenth-century Domestic Spheres

Popular Representations of Women in the 1880's-1910's

The New Woman

Working Class Women

Students will use information found during their research to create a multi-media project

and presentation. It will be completed using a PowerPoint or Movie Maker presentation

and will include all the following information:

o a title slide

o 6-8 slides that include information about your topic and answers to the guiding

questions students received before they began research

o photographs, ephemera, illustrations, etc. as visual support

Day 2

Students will work on research projects and presentations.

Day 3

Students will present their completed projects to the class.

Students viewing/listening to presentations will be encouraged to ask questions.

Presenters will answer questions posed by their classmates.

Teacher will review designated literary terms to help prepare students for reading the

story and completing the active reading worksheet that accompanies it.

Students will read "The Yellow Wallpaper." and complete the active reading worksheet

as they read.

Day 4

Students will break into small groups and discuss the details/information they filled in on

their active reading worksheets.

After completing small group discussion, students will share what they talked about with

the entire class.

For tomorrow's homework, students will compose a short essay in which they compare

and contrast the narrator of "The Yellow Wall-paper" with that of Kate Chopin's narrator

in "The Story of an Hour."

Day 5

Students will break up into small groups and share their rough drafts orally.

After all pieces are read aloud, small groups members will take turns peer-editing each

other's work.

Students will work on revisions of their first drafts

Final drafts will be due tomorrow. They must be written on notebook paper or word

processed.

Assessment and Follow-up

Students will be assessed on each of the following:

1. completion of multi-media presentation

2. completion of the guided reading worksheet and additional questions

4. participation in small-group discussion

3. completion of comparison-contrast essay

______________________________________________________________________________

Idea for lesson inspired by the following sources:

1. Tabor-Hann, Kellie. "Charlotte Perkins Gilman's "The Yellow Wall-paper"-The "New

Woman"." 15 June 2004. EDSitement. 13 July 2010

<http://edsitement.neh.gov/view_lesson_plan.asp?id=581>.

2. —. "Charlotte Perkins Gilman's "The Yellow Wall-paper"-Writing Women." 15 JUne

2004. EDSitement. 13 July 2010

<http://edsitement.neh.gov/view_lesson_plan.asp?id=580>.

Research Information/Topic Breakdown

1. "Nineteenth-century Domestic Spheres"

Explore "Gender and the Nineteenth Century Home," from the EDSITEment

reviewed American Studies at the University of Virginia website and the

"Masculine Superiority Fever": Making Sense of "Spheres" at the EDSITEment

reviewed U.S. History Women's Workshop

Explore the following items:

o "Light of the Home" image

o "Motherhood" essay

o "Puss in the Corner" poem

Guiding questions:

o How do the primary documents on these websites portray the roles of

middle-class men and women in the early- to mid-nineteenth century?

o What do you think of these roles?

o How are the roles similar or different from today's roles for women?

2. "Popular Representations of Women in the 1880s-1910s"

Explore "Touring Turn-of-the-Century America," Emergence of Advertising in

America," and "Library of Congress Online Prints and Photographs Reading

Room" to explore how popular media, including advertising, political cartoons,

and magazines, portrayed women during the 1880s-1910s.

Explore the following items:

o A Hasty Lunch photo (~1900)

o "I Can't Keep House without It" (1918) advertisement

o "The Efficient Housewife (1910s)" cookbook advice

o For the benefit of the girl about to graduate (1890) cartoon

o Hoyt's A contented woman (1898) poster

Guiding questions:

o What do you notice (in terms of dress, activity, expressions, etc.) about the

lunching women in "A Hasty Lunch" in comparison to other women in the

background of the photo (e.g., the woman with the man and children)?

o What roles for women are portrayed?

o What commentaries and critiques are depicted in the representations you

have found?

3. "The New Woman"

Explore "Touring Turn-of-the-Century America," Emergence of Advertising in

America," and "Library of Congress Online Prints and Photographs Reading

Room," all available through EDSITEment reviewed American Memory.

Explore the following items:

o Adam Forepaugh & Sells Brothers enormous shows combined (1896)

poster

o The new woman - wash day (1897) cartoon

o The new woman - wash day (1901) cartoon

Guiding questions:

o What new roles are represented for women in the 1880s-1910s?

o In what activities did the "The New Woman" engage?

o How would you describe "The New Woman" in terms of her social and

economic background?

4. "Working Class Women"

Explore "At Home in the Heartland," Smithsonian National Museum of

American History's Within These Walls and Tenement Sweatshops, available

through EDSITEment reviewed Smithsonian National Museum of American

History. As a point of comparison to the lives of middle- to upper-class women.

Visit the Caldwell family and Lynch family sections of "Within These Walls"

Guiding questions:

o Describe the home life of working class, immigrant, and African-

American women at the turn-of-the-century (1880s-1910s).

o What were common roles for the women you have learned about by

browsing the sites?

Multimedia Project: 19th Century Women

CATEGORY 4 3 2 1

Content Covers topic in-

depth with details

and examples.

Subject

knowledge is

excellent.

Includes essential

knowledge about

the topic. Subject

knowledge

appears to be

good.

Includes

essential

information

about the topic

but there are 1-2

factual errors.

Content is

minimal OR

there are several

factual errors.

Mechanics No misspellings

or grammatical

errors.

Three or fewer

misspellings

and/or

mechanical

errors.

Four

misspellings

and/or

grammatical

errors.

More than 4

errors in spelling

or grammar.

Attractiveness Makes excellent

use of font, color,

graphics, effects,

etc. to enhance

the presentation.

Makes good use

of font, color,

graphics, effects,

etc. to enhance to

presentation.

Makes use of

font, color,

graphics, effects,

etc. but

occasionally

these detract

from the

presentation

content.

Use of font,

color, graphics,

effects etc. but

these often

distract from the

presentation

content.

Requirements All requirements

are met and

exceeded.

All requirements

are met.

One requirement

was not

completely met.

More than one

requirement was

not completely

met.

Sources Source

information

collected for all

graphics, facts

and quotes. All

documented in

desired format.

Source

information

collected for all

graphics, facts

and quotes. Most

documented in

desired format.

Source

information

collected for

graphics, facts

and quotes, but

not documented

in desired

format.

Very little or no

source

information was

collected.

Presentation Well-rehearsed

with smooth

delivery that

holds audience

attention.

Rehearsed with

fairly smooth

delivery that

holds audience

attention most of

the time.

Delivery not

smooth, but able

to maintain

interest of the

audience most of

the time.

Delivery not

smooth and

audience

attention often

lost.

Literary Terms Review Notes symbol -a thing that stands for or represents both itself and something else setting -the time and place of a literary work character -a person who figures into the action of a literary work protagonist -the central figure in a literary work antagonist -a character who is pitted against a protagonist point of view -the vantage point from which a story is told omniscient point of view -a narrator that knows all things limited point of view -a narrator that knows only the internal workings of the mind of one character first-person point of view -a narrator is a participant or witness to the story's action; uses the pronoun I or we second-person point of view -a narrator uses the pronoun you third-person point of view -a narrator stands outside the action of a story; uses the pronouns he, she, or it

Gilman’s “The Yellow Wall-paper” Active Reading Chart

Student Name ______________________________________________

Date ________________

Use the worksheet to take notes on how the narrator discusses the world around her. Pay close

attention to her description, noting how her tone and perception of her surroundings and situation

change during the story. Use the Reader Interpretation column to offer thoughts about the

possible significance of the items you note.

How does the author describe: Examples/Descriptions

from

“The Yellow Wall-paper”

Reader Interpretation

(possible symbolic meanings,

oddities in descriptions, etc.)

1. Her room?

2. The wall-paper?

3. Her illness?

4. Her husband?

5. Her other caretakers and/or

family?

6. Herself?

7. Her journal?

8. Other notes or observations:

Additional Questions: 9. How would you describe the story's setting? How and why is the setting significant?

___________________________________________________________________________

___________________________________________________________________________

10. What does the narrator believe would be the best cure for her? How does this contrast with

what her husband and brother say?

___________________________________________________________________________

___________________________________________________________________________

11. What is the narrative style of this story? What is the effect of this journal style narrative in

developing the main character? How does it influence how the reader understands the main

character?

___________________________________________________________________________

___________________________________________________________________________

12. What is the significance of the woman behind the yellow wall-paper?

___________________________________________________________________________

___________________________________________________________________________

13. What does the narrator mean by, "I got out at last?"

___________________________________________________________________________

___________________________________________________________________________

14. What does the ending of this story suggest about the woman behind the wall-paper?

___________________________________________________________________________

___________________________________________________________________________

15. How are this woman and the wall-paper itself symbolic?

___________________________________________________________________________

___________________________________________________________________________

English 11

Group Discussion Checklist

Name:_________________

_________________________________________________________________________

The following checklist will be used to evaluate your performance in our class discussions.

Each check is worth one point. There are ten points possible.

_____Treats other members of the group with tact and courtesy.

_____Uses language appropriate to classroom discussions.

_____Listens attentively and respectfully to the ideas of others.

_____Disagrees appropriately with the ideas of others, does not make personal attacks.

_____Allows other members of group to concentrate, does not distract others.

_____Resolves conflict in a mature manner.

_____Raises hand to ask questions and make comments.

_____Asks questions appropriately and respectfully.

_____Listens to other student whose turn it is to talk.

_____Responds maturely and intelligently to information presented.

_____ Total Points

________________________________________________________________________

Area(s) of strength:

Area(s) that need improvement:

Additional comments:

Comparison and Contrast Rubric

CATEGORY 4 3 2 1

Purpose & Supporting Details

The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.

The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison.

The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison.

The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.

Organization & Structure

The paper breaks the information into whole- to-whole, similarities - to-differences, or point- by-point structure. It follows a consistent order when discussing the comparison.

The paper breaks the information into whole- to-whole, similarities - to-differences, or point- by-point structure but does not follow a consistent order when discussing the comparison.

The paper breaks the information into whole- to-whole, similarities - to-differences, or point- by-point structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Transitions The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.

The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.

Some transitions work well; but connections between other ideas are fuzzy.

The transitions between ideas are unclear or nonexistent.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

(Comparison and Contrast Rubric)

Lesson: Emily Dickinson Poetry

Grade Level: 11

Instructor: Stacy Ludwig

Length of Lesson: 4-48 minute class periods

State Standards: LA 12.1.4.b LA 12.1.6.j LA 12.1.6.o

LA 12.1.4.c LA 12.1.6.l LA 12.4.1.b

LA 12.1.6.b LA 12.1.6.n

______________________________________________________________________________

Abstract of Exercise:

This lesson includes a literature, technology, and art component. Students will read and

analyze a variety of Dickinson poems and then create an illustration that conceptualizes

one of the ideas or images she presents in her writing.

Anticipatory Set

Students will be given the opening lines to five of Dickinson's poems.

o "I'm Nobody! Who are you?"

o "Hope is the Thing with Feathers"

o "This is my letter to the World"

o "The Soul selects her own Society"

o "Because I could not stop for Death"

For each opening line, they will write a second line that makes sense and is meaningful to

them. (in their journals)

After they have completed all five, we will share some examples in class and discuss

how/why they came up with their ideas.

Learning Objectives:

Students will analyze various poems of Emily Dickinson.

Students will define literary terms such as sight rhyme, slant rhyme, synaesthesia, and

extended metaphor and recognize Dickinson's use of these techniques in her writing.

These are just a few literary terms that will be covered.

Students will use the Internet to explore The Poetry of Emily Dickinson. Complete Poems

of 1924.

Students will create illustrations using a line or lines from Dickinson's poetry for

inspiration.

Materials/Resources

student journals and writing utensils

SMART Board projector

Emily Dickinson PowerPoint slide show (attached to this document)

Reading/Analyzing Dickinson's Poetry worksheet

Internet access

http://www.bartleby.com/113/ web site

white construction paper, colored pencils, markers, etc.

Analytical Questions:

What makes a poem a poem?

What can we tell about an artist or author from his or her work?

Activities

Day 1

The day will begin with the anticipatory set and then move to the presentation of the

Emily Dickinson slide show, which will provide some brief background information on

the poet and provide definitions of the literary terms we will be working with throughout

the lesson. Students will be expected to take notes so they will have easy access to this

information when working independently with one of Dickinson's poems.

As we define each literary term, I will demonstrate how it is used in Dickinson's writing.

Poems used in this portion of the lesson include "I'm Nobody," Hope is the Thing with

Feathers," "This is my letter to the World," and "A Narrow Fellow in the Grass."

After we finish with notes, we will work together as a large group to fill out a

Reading/Analyzing Dickinson's Poetry worksheet over "Because I could not stop for

Death."

Following this guided practice, students will use the Internet to search for a Dickinson

poem of their choice to analyze on their own. They will conduct their research at

http://www.bartleby.com/113/.

Students are encouraged to spend some time reading through numerous poems at this

web site before making a final choice.

Students will be expected to have a poem picked out by the beginning of class on Day 2.

Day 2

Students will work on their analysis of the poem.

An additional component of the lesson will also be added on Day 2. From their poem,

students will choose a line that they like or that catches their attention and then illustrate

it. Since Dickinson uses so much figurative language, this will give them the opportunity

to interpret her writing and capture the essence of a poem through their drawings.

Day 3

Students will work on their analyses and illustrations. They will be due tomorrow.

Day 4

Students will share their poems, analyses, drawings and final thoughts about Dickinson

and what they read with the entire class.

Assessment and Follow-up

Students will be assessed on each of the following:

1. completion of the Reading/Analyzing Dickinson's Poetry worksheet

2. completion of the illustration

English 11

Reading/Analyzing Dickinson's Poetry

Name:_____________

_____________________________________________________________________________________

Title of Poem:__________________________________

1. Speaker

Who is the speaker? _____________________________________________________________

What person (first, second, third) is he/she speaking in? _________________________________

To whom is the poem addressed?___________________________________________________

2. Setting or Situation

What is the setting (time and place)? Real? Abstract? ___________________________________

What about the situation? What is going on?__________________________________________

Is there action in the poem? What is it? ______________________________________________

3. Form

What is the form of the poem? (stanza type and number of stanzas) _______________________

_____________________________________________________________________________

-the rhyme scheme? (provide rhyme scheme of at least 2 stanzas) _________________________

______________________________________________________________________________

4. Rhyme

Dickinson is noted for her use of special kinds of rhyme. Where does she use the following, and

for what effect?

slant rhyme_____________________________________________________________________

sight rhyme_____________________________________________________________________

true rhyme_____________________________________________________________________

5. Figures of speech

What figures of speech does the poem contain?

-metaphor? ____________________________________________________________________

_____________________________________________________________________________

-personification? ________________________________________________________________

_____________________________________________________________________________

-extended metaphor?_____________________________________________________________

_____________________________________________________________________________

-simile? _______________________________________________________________________

_____________________________________________________________________________

-syneasthesia?__________________________________________________________________

_____________________________________________________________________________

-other? _______________________________________________________________________

_____________________________________________________________________________

6. Imagery

What kinds of images does she use?

-olfactory? _____________________________________________________________________

-tactile? _______________________________________________________________________

-visual?________________________________________________________________________

-auditory?______________________________________________________________________

-thermal?______________________________________________________________________

7. Characteristic Dickinson images include patterns of light/dark, bee/flower, mind/body, life/death. Do

any of these occur here? In what combination?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

8. Plot

Does the poem have an effective, striking, or climactic moment? __________________________

Does it come to some kind of resolution? What kind? ___________________________________

What recognition or epiphany does the speaker's persona achieve, or does the poem chronicle

simple description and observation? _________________________________________________

9. Tone

What is the tone of the poem? ______________________________

Solemn?

Playful?

Irreverent?

Mournful?

Objective?

Other? (Identify)

Explain why you think this._______________________________________________________

_____________________________________________________________________________

What idea is Dickinson trying to convey? ____________________________________________

______________________________________________________________________________

10. Language

Note any words that are used in an archaic, special, or unusual way, especially words of three

syllables or more.

Look them up in the dictionary, being careful to note obsolete or secondary meanings as well as

primary ones.

______________________________________________________________________________

______________________________________________________________________________

English 11

Dickinson Poetry Illustration

Name:______________________

___________________________________________________________________________

Illustration of ___________________________

Category 0 1 2 3 4

Creativity Unfinished

representation

Hints at creative

thought

Unclear drawing

with no

discernable

features

Ordinary and

generic

high-school-

level illustration

Not attention

grabbing

Somewhat

imaginative and

resourceful

illustration

Some special

features.

Extremely

creative

Incorporates

unique ideas

Stands out from

the crowd

Relation to

text

No relation or

random relation

to text

Weak relation to

text

Could have been

clearer and better

represented

Related to the

text in

a general way

Viewer needs to

know text to

appreciate

relationship

Related to text in

a

relatively clear

and detailed

fashion.

Really brings the

text

to life in its

absolutely clear

relation to the text

Quality,

Neatness,

Organization,

Sources

No attention to

elements of

quality

Sources not

listed

Thought and ideas

not well presented

Sloppy drawing

Sources listed

Adequate to the

task

Nothing

extraordinary

Sources listed

Crisp, clean

drawing

Organization very

appropriate for

task at hand

Sources listed

Quality, neatness,

and organization

delivered with a

flare that

enhances the

illustration’s

purpose

Any sources used

clearly attributed

Total Points: __________ (Source:http://www2.puc.edu/Faculty/Rosemary_Dibben/English10Honors/index2.shtml)

Lesson: "A White Heron"

Grade Level: 11

Instructor: Stacy Ludwig

Length of Lesson: 2-48 minute class periods

State Standards: LA 12.1.4.b LA 12.1.6.c LA 12.1.6.l

LA 12.1.4.c LA 12.1.6.h LA 12.1.6.o

LA 12.1.6.b LA 12.1.6.j LA 12.2.1

______________________________________________________________________________

Abstract of Exercise

By reading and exploring this short story, students will recognize Sarah Orne Jewett as a

regionalist and gain an understanding of her concern over the loss of natural habitat in her

native New England as the result of rapid industrialization in the United States.

Learning Objectives

Students will identify and recognize Sarah Orne Jewett as a 19th century regionalist.

Students will explore a short piece of 19th century regionalist fiction that addresses

America's rapid industrialization.

Students will empathize with the protagonist's inner conflicts.

Students will define the literary concepts of conflict and motif and identify examples from

the selection.

Materials/Resources

student journals and writing utensils

SMART Board projector

literary terms PowerPoint slide show (attached to this document)

hard copies of "A White Heron"

Reading and Discussion Question worksheet

Response/Reaction Essay Rubric

Anticipatory Set

In their journals, students will be asked to reflect on the idea of secrecy by answering the

following questions.

o When is secrecy appropriate?

o When is secrecy reprehensible?

o When is secrecy fun?

o When is secrecy dangerous?

o When is secrecy interesting?

o When is secrecy childish?

Students will then provide an example for each situation.

Analytical Questions

Why is it important to preserve nature?

Why do some people feel more comfortable around animals than they do around people?

How did the rapid industrialization of the United States cause problems as well as

progress during the 19th century?

Activities

Day 1

Students will read the background information on Sarah Orne Jewett and the selection on

page 437 of their text.

Students will discuss examples of habitat destruction and conservation efforts in our

nation today.

Via slide show notes, students will review conflict, motif, and regional literature.

For Day 2 of the lesson, students will read "The White Heron," complete the discussion

questions sheet, and fill in the bird motif chart.

Day 2

Students will break up into small groups and share the answers to their discussion

questions and the information from their bird motif chart.

After a short period of discussion, students will get back into a large group and discuss

the story as a whole.

As a large group, we will then create a pro and con chart with the headings "What Sylvia

Lost" and "What Sylvia Gained." For tomorrow, students will compose a short essay

response to this question: Did Sylvia make the right decision in not telling the young man

where the white heron nests? Why or why not? They may use information from the pro

and con chart to support their clearly stated thesis. Essay must be 250-350 words and can

be handwritten or word-processed.

Assessment and Follow-up

Students will be assessed on each of the following:

1. completion discussion question and bird motif worksheet

2. completion of the response essay

______________________________________________________________________________

Idea for lesson inspired by the following sources:

1. Jewett, Sarah Orne. "A White Heron." 1886. Literature and the Language Arts: The

American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing,

2001. 438-445. Print.

2. —."A White Heron." 1886. Literature and the Language Arts: The American

Tradition: Unit 6 Resource. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm

Publishing, 2001. 438-445. Print.

3. "Sarah Orne Jewett: 1849-1909." Literature and the Language Arts: The American

Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001.

437. Print.

Literary Terms Review Notes regionalism -literature in which particular settings play an important role -details used to create a particular regional setting are called local color conflict -a struggle between two forces in a literary work internal conflict -a struggle that takes place within a character external conflict -a struggle between a character and some outside force motif -any element that recurs in one or more works of literature or art

English 11

"A White Heron"

Reading and Discussion Questions

Name:_______________

______________________________________________________________________________

1. Why does Sylvia's grandmother, Mrs. Tilley, bring Sylvia rather than one of Sylvia's brothers

or sisters to the farm?

___________________________________________________________________________

2. Why is Sylvia particularly suited to take care of the cow?

___________________________________________________________________________

3. Why does the young man want to know where the white heron nests?

___________________________________________________________________________

4. How does Sylvia's attitude toward the young man change through the course of the story?

___________________________________________________________________________

5. Identify examples of the story's dialogue, setting, or characters that demonstrate the author's

regionalism. In other words, how does the author establish that this story takes place in rural

New England?

___________________________________________________________________________

___________________________________________________________________________

6. How are the societal roles for men and women different in this story? In other words, what

can the men do that the women can't?

___________________________________________________________________________

7. With what internal conflict does Sylvia struggle?

___________________________________________________________________________

8-10. Motif: Complete the chart below. On the left, summarize passages that refer to the bird

motif. On the right, state the significance of the passages or what you learn about Sylvia and the

young man. One example has been done for you. Fill in at least three of your own examples.

Bird Motif Significance

The birds make "sleepy twitters."

Because Sylvia is sleepy like the birds, the

reader learns that she is one with nature.

11. How is Sylvia connected to nature?

___________________________________________________________________________

12. How is Sylvia separated from people and industry?

___________________________________________________________________________

Response/Reaction Essay Rubric

Teacher Name: Ms. Ludwig

Student Name: ________________________________________

CATEGORY 4 3 2 1

Quality of

Information

Information

clearly relates to

the main topic. It

includes several

supporting details

and/or examples.

Information clearly

relates to the main

topic. It provides 1-2

supporting details

and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples are

given.

Information has

little or nothing to

do with the main

topic.

Internet Use Successfully uses

suggested internet

links to find

information and

navigates within

these sites easily

without

assistance.

Usually able to use

suggested internet

links to find

information and

navigates within

these sites easily

without assistance.

Occasionally able to

use suggested

internet links to find

information and

navigates within

these sites easily

without assistance.

Needs assistance

or supervision to

use suggested

internet links

and/or to navigate

within these sites.

Mechanics No grammatical,

spelling or

punctuation

errors.

Almost no

grammatical,

spelling or

punctuation errors

A few grammatical

spelling, or

punctuation errors.

Many

grammatical,

spelling, or

punctuation

errors.

Paragraph

Construction

Paragraphs

include

introductory

sentence,

explanations or

details, and

concluding

sentence. All

sentences are

well-constructed

with varied

structure.

Paragraphs include

introductory

sentence,

explanations or

details, and

concluding sentence.

Most sentences are

well-constructed

with varied

structure.

Paragraphs include

related information

but is not well-

constructed. Most

sentences are well-

constructed but have

a similar structure.

Paragraphing

structure was not

clear and

sentences were

not typically

related within the

paragraph.

Sentences lack

structure and

appear incomplete

or rambling.

Organization Details are placed

in a logical order

and the way they

are presented

effectively keeps

the interest of the

reader.

Details are placed in

a logical order, but

the way in which

they are

presented/introduced

sometimes makes

the writing less

interesting.

Some details are not

in a logical or

expected order, and

this distracts the

reader.

Many details are

not in a logical or

expected order.

There is little

sense that the

writing is

organized.

Bibliography

Anthony, Susan B. "Woman's Right to Suffrage." 1873. Literature and the Language Arts: The

American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing,

2001. 449-450. Print.

Campbell, Donna M. "Guidelines for Reading Dickinson's Poetry." Web. 15 July 2010.

<http://www.wsu.edu/~campbelld/amlit/dickpoems.html>.

"Charlotte Perkins Gilman: 1860-1935." Norton Anthology of American Literature: Shorter

Seventh Edition. Ed. Nina Baym et al. New York: W.W. Norton, 2008. 1682-1683. Print.

Chopin, Kate. "The Story of an Hour." 1894. Literature and the Language Arts: The

American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing,

2001. 455-457. Print.

"Comparison and Contrast Rubric." read-write-think. 2004. Web. 13 December 2009.

<http://www.readwritethink.org/lesson_images/lesson275/compcon_rubric.pdf>.

Dibben, Rosemary. English 10 Honors. 11 January 2007. Web. 17 July 2010

<http://www2.puc.edu/Faculty/Rosemary_Dibben/English10Honors/index2.shtml>.

Gilman, Charlotte Perkins. "The Yellow Wall-Paper." 1892. Norton Anthology of American

Literature: Shorter Seventh Edition. Ed. Nina Baym et al. New York: W.W. Norton,

2008. 1684-1695. Print.

Helpful Handouts for Students and Teachers. 28 March 2007. Web. 13 July 2010,

<http://www.mrscassel.com/helpful_handouts.htm#WRITING_ABOUT_READING_SE

CTION_STARTS_HERE>.

Jewett, Sarah Orne. "A White Heron." 1886. Literature and the Language Arts: The

American Tradition. Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing,

2001. 438-445. Print.

—."A White Heron." 1886. Literature and the Language Arts: The

American Tradition: Unit 6 Resource. Ed. Laurie Skiba et al. St. Paul, MN:

EMC/Paradigm Publishing, 2001. 438-445. Print.

"Kate Chopin: 1851-1904." Literature and the Language Arts: The American Tradition. Ed.

Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001. 454. Print.

Rubistar: Create Rubrics for your Project-Based Learning Activities. Web. 16 July 2010.

<http://rubistar.4teachers.org/index.php?screen=NewRubric>.

"Sarah Orne Jewett: 1849-1909." Literature and the Language Arts: The American Tradition.

Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001. 437. Print.

"Susan B. Anthony: 1820-1906." Literature and the Language Arts: The American Tradition.

Ed. Laurie Skiba et al. St. Paul, MN: EMC/Paradigm Publishing, 2001. 448. Print.

Tabor-Hann, Kellie. "Charlotte Perkins Gilman's "The Yellow Wall-paper"-The "New

Woman"." EDSitement. 15 June 2004. Web. 13 July 2010

<http://edsitement.neh.gov/view_lesson_plan.asp?id=581>.

—. "Charlotte Perkins Gilman's "The Yellow Wall-paper"-Writing Women." EDSitement. 15

June 2004. Web. 13 July 2010

<http://edsitement.neh.gov/view_lesson_plan.asp?id=580>.

Woodlief, Ann Matthews. "Reading and Discussion Questions on Kate Chopin's "The Story of

an Hour"." English Department, Virginia Commonwealth University. 7 October 2006.

Web. 12 July 2010. <http://www.wsu.edu/~campbelld/amlit/storyhour.htm>.