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Women in Literature |
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Goals (based on California State Content Standards, English-Language Arts): 1. Students will analyze the way in which selections of literature are related to the themes and issues of the Renaissance. Reading 9-10 3.12 2. Students will be exposed to sociohistorical background of women authors during the Renaissance. Reading 9-10 3.12 3. Students will analyze the ways in which themes of selections (and films) represent a women’s perspective or comment on life, using textual evidence to support claims. Reading 11-12 3.2
Materials to be used: Photocopied selections from Marguerite de Navarre, The Heptameron and Maria de Zayas, The Disenchantments of Love, Margaret L. King’s The Renaissance in Europe Videos: Much Ado About Nothing, Elizabeth Major student activities: 1. Participation in whole-class and small-group discussions, Speaking 2.3 2. Interpretive and reflective journals on selections Writing 2.2 3. Interpretive journal on films, Writing 2.2 4. A revised journal entry from the unit, Writing 2.1, 2.2
Means of evaluation: 1. Participation: seminar and daily participation 2. Completion of written work
1st Day Class brainstorm: What is the history of women’s literature? What were key events, time periods? What do we know about the Renaissance? Ask the students about women writers they know. When did women start writing? Getting published? Making careers as writers? Ask the students to consider what they have learned from World and US History. What have been major events in history? What are some of the time periods they remember? Move the conversation to the Renaissance. What do they know? Famous people, places, events? Lecture on the Renaissance: major historical events, geography, highlights, the role of women Briefly describe the Renaissance. Emphasize the role of women during this time period and explain how it relates to current women’s studies and women’s literature. Take a few minutes to answer student questions Story 4 from The Heptameron: reading and discussion Before handing out the story, give the class background information on Marguerite de Navarre. Mention the possibility that this story is semiautobiographical. The teacher or student volunteers can read aloud the story or present it as Reader’s Theatre. Following the reading, discuss the plot, characters, and themes. 4) Journaling: Students have the option of writing an interpretive journal in which they analyze literary elements or a reflective journal in which they make personal connections to the text and/or discuss how it connects to society at large. Students are encouraged to share journals via author’s chair (one author reads work) or popcorn (everyone reads a key line or idea from their work). 2nd day More about the Renaissance: Courtship and marriage Briefly lecture about practices, beliefs and values relating to love and marriage. Discuss dowries, rights of wives, widows, and convents. Story 5 from The Heptameron: reading and discussion The teacher or student volunteers can read aloud the story or present it as Reader’s Theatre. Following the reading, discuss the plot, characters, and themes. Journaling: A letter to the assailant - or - hypocrisy of double standard For today’s journal, students are given the option between two topics. They may write a letter in the voice of the female character or they may write a journal about the double standard against women. Students are encouraged to share journals via author’s chair (one author reads work) or popcorn (everyone reads a key line or idea from their work). 3rd day Team jigsaw/presentations from King excerpts: “Women and Humanism in Renaissance Italy”, “The Duties of a Wife”, “Prostitutes and Courtesans”, “Women in Love: Tullia D’Aragona and Moderata Fonte” Distribute photocopied packets of the material. Divide the class into four groups (or eight if you prefer two teams per reading). Ask the students to read their assigned text and be prepared to “teach” the class about its key points (via lecture or other activity). They must use a visual aid: notes on the white board or poster on butcher paper and all group members must participate. Give the students twenty minutes to discuss, summarize, and plan their presentation. Each team then presents for two to three minutes and addresses questions from the class. As a whole class, revisit some of the key points raised by these readings. You may choose to have the students journal about one or all of the pieces. Additional selection from The Heptameron: reading and discussion The teacher or student volunteers can read aloud the story or present it as Reader’s Theatre. Following the reading, discuss the plot, characters, and themes. You may choose to have the students journal on the piece. 4th day Class review of courtship and marriage during the Renaissance Using interpretive (why and how) questions, facilitate a class discussion on courtship and marriage during the Renaissance. Students may refer to their notes but are encouraged to share ideas in their own words and to make connections to contemporary society. Brief lecture on Much Ado About Nothing Provide background into Shakespeare’s play. You may give biographical information about Shakespeare, the historical background of the play (relations between Spain and Italy, the real Don Pedro, other sources i.e. Hero and Leander), and discussion of Shakespearean comedy. Begin film: Much Ado About Nothing 5th day 1) Conclude film 2) Movie journal: Analyze the images, characters and themes of the film Students write an interpretive journal on the film in which they analyze elements of the film. If time permits, students are encouraged to share journals via author’s chair (one author reads work) or popcorn (everyone reads a key line or idea from their work). 6th day 1) Revisit film and how it fits with previous class material As a class, consider how the film connects to what you have learned about women in the Renaissance thus far. Encourage the students to specify which scenes in the film support their ideas. 2) “His Wife’s Executioner” from The Disenchantments of Love The teacher or student volunteers can read aloud the story or present it as Reader’s Theatre. Following the reading, discuss the plot, characters, and themes. 3) Journaling Students have the option of writing an interpretive journal in which they analyze literary elements or a reflective journal in which they make personal connections to the text and/or discuss how it connects to society at large. Students are encouraged to share journals via author’s chair (one author reads work) or popcorn (everyone reads a key line or idea from their work).
7th day 1) Background on the Renaissance in England Provide background into the Renaissance in England. Mention key figures and events. Have the students share out what they know about Queen Elizabeth and provide them with biographical information. You may want to point out the fictional elements of the film. 2) Begin film: Elizabeth
8th day 1) Conclude film 2) Movie journal: Analyze the images, characters and themes of the film Students write an interpretive journal on the film in which they analyze elements of the film. If time permits, students are encouraged to share journals via author’s chair (one author reads work) or popcorn (everyone reads a key line or idea from their work). 3) Wrap up the unit There are various beyond activities that would gauge the students’ understanding: a summative journal, a group presentation, a poster project, skits, and a test. I chose to have a final discussion and to use the Renaissance as a springboard for our future study.
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1st day Class brainstorm: What is the history of
women’s literature? What were key events, time periods? Lecture on the Renaissance: major historical
events, geography, highlights, the role of women Story 4 from The Heptameron: reading
and discussion Journaling 2nd day
More about the Renaissance: Courtship and marriage Story 5 from The Heptameron: reading
and discussion Journaling: A letter to the assailant –or-
hypocrisy of double standard 3rd day Team jigsaw/presentations from King excerpts:
“Women and Humanism in Renaissance Italy”, “The Duties of a Wife”,
“Prostitutes and Courtesans”, “Women in Love: Tullia D’Aragona and
Moderata Fonte” Additional selection from The Heptameron:
reading and discussion 4th day Class review of courtship and marriage during
the Renaissance Brief lecture on Much Ado About Nothing Begin film: Much Ado About Nothing 5th day 1) Conclude film 2) Movie journal: Analyze the images,
characters and themes of the film 6th day 1) Revisit film and
how it fits with previous class material 1) “His Wife’s
Executioner” from The Disenchantments of Love 2) Journaling 7th day 1) Background on
the Renaissance in England 2) Begin film: Elizabeth 8th day 1) Conclude film 2) Movie journal: Analyze the images,
characters and themes of the film |
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