Analyzing Character Development Based on Historical Context

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. Then 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. This is an excellent strategy to use with any selection of texts; however, the actual unit plan does include all necessary handouts for three specific short story texts.

Weblink address (URL):

Standards & Objectives

Learning objectives:

Student Objectives:

Students will

Develop and apply specific reading comprehension strategies (e.g., note-taking, questioning, making inferences, and predicting)
Build text analysis skills by discussing personal responses and opinions about a text they have read
Develop critical thinking skills by evaluating and showing an appreciation for the relationship between the historical period of the stories and the roles of the women characters
Analyze the problems, motivations, and interactions of the women characters in the stories using the Character Trading Cards tool
Compare the three different women characters and their historical settings using a Venn diagram and illustrate these comparisons by writing scripts
Reflect on the different comprehension strategies used and how these might be beneficial in the future

Lesson Variations

Blooms taxonomy level:

Understanding

Extension suggestions:

Extensions:

Have students write an essay in which they compare two or three of the stories. You may choose to have them use the Compare & Contrast Map as a prewriting tool.

Helpful Hints

Preparation:

Secure copies of "The Story of an Hour" by Kate Chopin, "A Jury of Her Peers" by Susan Glaspell, and "A Rose for Emily" by William Faulkner. If you are unfamiliar with these stories or need a refresher, read the Story Synopses before beginning the lesson. Then make sure you have read each story in full before having students read it.
Plan to have students read the three stories in different sessions. You will divide students into groups of four or five and distribute copies of one of the stories. Each story will be dealt with in the same way:
You will introduce the story, having students think about the title and make predictions about the story.
Students will read about the author on websites and discuss the author's views about gender differences. If you do not have computer access in class, arrange to use your school's computer lab for four 45-minute sessions (see Sessions 1, 3, 5, and 6).
Students will read the story in class and at home.
Students will take notes about the story to record their thoughts, questions, and feelings.
You will have students discuss their notes in the classroom.
Students will use the Character Trading Cards tool to analyze the characters and the stories in small groups.
You will lead students in a whole-class discussion about their analyses of the characters.
Preview the websites, the Character Trading Cards tool, and the Venn Diagram tool so you will be able to demonstrate how to use the tools before students work in their groups.

Materials and Technology:

student reflection journals

Printouts:

Question Guidelines
Script Preparation Guidelines
Story Synopses for Teachers
Observation Checklist
Teacher's Rubric for Journal Assessment

Websites:

Kate Chopin: A Woman Far Ahead of Her Time
French Creoles in Louisiana: An American Tale
“The Story of an Hour” by Kate Chopin
About Susan Glaspell
“A Jury of Her Peers” by Susan Glaspell
The Mississippi Writers Page: William Faulkner
“A Rose for Emily” by William Faulkner

References

Contributors:

Elaine Hoffert

Originator:

Ayers Institute for Learning & Innovation