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ERIC ED361736: Teaching Literature by Women Authors. Teaching Resources in the ERIC Database (TRIED). PDF

225 Pages·1993·3.4 MB·English
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Preview ERIC ED361736: Teaching Literature by Women Authors. Teaching Resources in the ERIC Database (TRIED).

DOCUMENT RESUME ED 361 736 CS 214 031 AUTHOR McGowen, Carolyn Smith TITLE Teaching Literature by Women Authors. Teaching Resources in the ERIC Database (TRIED). INSTITUTION ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-927516-38-1 PUB DATE 93 CONTRACT RR93002011 NOTE 225p.; Published in cooperation with EDINFO Press. AVAILABLE FROM ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698 ($16.95). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Information Analyses ERIC Clearinghouse Products (071) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Authors; Biographies; Class Activities; Elementary Secondary Education; *Females; Lesson Plans; Literary Criticism; Literary Styles; Novels; Poetry; Short Stories; Teaching Methods; Vocabulary Development; Writing Skills IDENTIFIERS Gender (Language) ABSTRACT Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on practical suggestions for addressing the works of women authors in the English/language arts classroom at elementary, middle-school, and secondary levels. The 57 lesson plans in this book cover lessons on gender equity, novels, biogrephy and autobiography, short stories, and poetry. The book includes an activities chart which indicates the focus and types of activities (such as creative tasks, vocabulary development, oral reading, journal writing, symbols, and simulation) found in the various lessons. A 61-item annotated bibliography contains references to related resources in the ERIC database. (RS) ********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 747,--.7,7:7 1.-- r!" 7 It3.',..k. ....., 'K ,..... ".tel` rr .,..... y; 4".. sk r ."1, p." Teaching Literature by ituthors omen Carolyn Smith McGowen with an introduction by Susan Moke , U.S. DEPARTMENT OF EDUCATION Office of Educational Research end Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI )(This document has been reproduced as 1 received from the person or organaation ongmating .t 0 Minor changes nave been made to mprove reproduction a ,lity Points of view or opinions stated this docu- mint do not necesaanty represent Worst OERI niNtilinn ne1111, TEACHING LITERATURE WOMEN AUTHORS BY BY CAROLYN SMITH MCGOWEN WITH AN INTRODUCTION BY SUSAN MOKE C:) ERIC IN COOPERATION WITH CLEARINGHOUSE ON READING ENGLISH, AND COMMUNICATION CO-PUBLISHED 1993 BY ERIC CLEARINGHOUSE ON READING, ENGLISH, AND COMMUNICATION INDIANA UNIVERSITY 2805 EAST 10TH STREET, SUITE 150 BLOOMINGTON, INDIANA 47408-2698 CARL B. SMITH, DIRECTOR AND EDINFO PRESS 117 EAST SIXTH STREET P.O. Box 5247 BLOOMINGTON, INDIANA 47407 Warren Lewis EDITOR: David Smith COVER DESIGN: Lauren Bongiani Gottlieb and Theresa Hardy BOOK DESIGN: Lauren Bongiani Gottlieb PRODUCTION: ERIC (an acronym for Educational Resources Information Center) is a national network of 16 clearing- houses, each of which is responsible for building the ERIC database by identifying and abstracting various educational resources, including research reports, curriculum guides, conference papers, journal articles, and government reports. The Clearinghouse on Reading, English and Communication (ERIC/REC) collects educational information specifically related to reading, English, journalism, speech, and theater at ail levels. ERIC/REC also covers interdisciplinary areas, such as media studies, reading and writing technology, mass communication, language arts, critical thinking, literature, and many aspects of literacy. TRIED is an acronym for Teaching Resources In the ERIC Database. This publication was funded in part by the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RR93002011. Contractors undertaking such projects under government sponsorp are encouraged to express freely their judgment in professional and technical mat- ters. Points of view or opinions, however, do not necessarily represent the official view or opinions of the Office of Educational Research and Improvement. LIBRARY Of CONGRESS CATALOGING-IN-PUBLICATION DAM Mc Gowen, Carolyn Smith, 1954- Teaching literature by women authors / by Carolyn Smith Mc Gowen ; with an introduction by Susan Moke. cm. p. Includes bibliographical refere.tces. ISBN 0-927516-38-1 1. American literature--Women authors--Study and teaching. 2. English literature--Women authors--Study and teaching. 3. Women and literature--Study and teaching. I. Title. PS42.M34 1993 810.9'9287'07--dc20 93-34695 CIP ERIC/RCS ADVISORY BOARD MEMBERS , ,..<myr," m.r.,,qt xepr. ; < . s:.x.%::,,..1:::,,,,MArgris'eV: .'"?'M Elaine Aoki Seattle Washington Public Schools Joan Baker Cleveland State University Douglas Barnard Mesa Arizona Public Schools James Gaudino Speech Communication Association Joan Irwin International Reading Association Julie Jensen University of Texas, Austin Diane Lapp San Diego State University Charles Suhor National Council of Teachers of English Arnold Webb Research for Better Schools i i i TABLE OF CONTENTS aAilitittafeZ vg.m. Vsmr t.;IP s Viii TRIED SERIES INTRODUCTION BY CARL B. SMITH USER'S GUIDE iX I NTRODUCTION X ACTIVITIES CHART xi i TEACHING A "WOMEN IN LITERATURE" COURSE 4 GENDER EQUITY Brainwashed in the Nursery 5 Family Structure 10 Recognizing and Challenging Stereotypes 12 Gendered Meaning of Words 15 Boy Toys and Girl Toys? 17 Gender on the Job 20 24 The Linguistics of Genderism Genderism in Fairy Tales 28 30 NOVELS Louisa May Alcott: Little lApmen 31 Harriette Arnow: The Dollmaker 33 Margaret Atwood: The Handmaid's Tale 36 Emily Bronte: Wuthering Heights 38 40 Pearl S. Buck: The Good Earth George Eliot: Middlemarch 42 44 Bette Green: Summer of My German Soldier 48 Rosa Guy: The Friends Madeline L'Engle: A Wrinkle in Time 51 Ursula Le Guin: A Wizard of Earthsea 54 Ursula Le Guin: A Wizard of Earthsea 56 Jean Marzollo: Halfway Down Paddy Lane 59 + + TABLE OF CONTENTS (CONTINUED) :177-1e4s . Jean Marzollo: Halfway Down Paddy Lane 62 L. M. Montgomery: Anne of Green Gables 64 L. M. Montgomery: Anne of Green Gables 68 Toni Morrison: Sula/Song of Solomon/Tar Baby 71 Marjorie Rawlings: The Yearling 74 Sandra Scoppettone: The Late Great Me 78 Mary Shelley: Frankenstein 80 Harriet.Beecher Stowe: Uncle Tom's Cabin 83 Mildred Taylor: Roll of Thunder, Hear My Cry 90 Anne Tyler: Dinner at the Homesick Restaurant 93 Laura Ingalls Wilder: Little House in the Big Woods 96 Laura Ingalls Wilder: Little House in the Big Woods 98 Agatha Christie: Murder Mysteries 100 BIOGRAPHY AND AUTOBIOGRAPHY 103 Anne Frank: Diary of a Young Girl 104 Anne Frank: Diary of a Young Girl 106 Helen Keller: The Story of My Life 110 Helen Keller: The Story of My Life 114 Jessie Redmon Fauset and Mary Roberts Rinehart: Biographical Data 119 SHORT STORIES 125 Tony Cade Bambara: "My Man Bovanne" 126 Willa Cather: "Paul's Case" 127 Caroline Gordon: "A Last Day in the Field" 129 Shirley Jackson: "The Lottery" 133 Shirley Jackson: "The Lottery" 135 Joyce Carol Oates: "How I Contemplated the World from the 143 Detroit House of Correction and Began My Life Over Again" Eudora Welty: "A Visit to Charity" and "A Worn Path" 147 vi TABLE Of CONTENTS (CONTINUED) ,,ittpvi. \ :.*iw.,:w maiw* ZA:elpkt N:s 1,644anarosth:, 2 ark.A6 149 POETRY 150 Dorothy Aldis: Sweet Rhymes Maya Angelou: "Harlem Hopscotch" 153 Emily Dickinson: "A Narrow Fellow in the Grass" 155 158 Eve Merriam and Lilian Moore: Sharing Poetry with Students Anne Sexton: "The Fury of Overshoes" 161 164 Anne Bradstreet: Colonial Poetry Lucille Clifton: "An Ordinary Woman" 167 172 Julia Malott: The Meaning of Her Poems 176 Lois Prante Stevens: "Our Root Cellar" 182 Lois Prante Stevens: "The Peddler" 187 Phillis Wheatley: Revolutionary War Era Poetry ANNOTATED BIBLIOGRAPHY Of RELATED RESOURCES IN THE ERIC DATABASE 1 91 . fTh SERIES INTRODUCTION ' OF, "'War <WAI:F.M.M....*AMMITOT:raMaYMM. .k.:.. ..):ar...&,...k.ReQ*.e..W.;,..:1..O.Va; $.4.4ft..4mASNaii0A....... 1.. Dear Teacher, In this age of the information explosion, we can easily feel overwhelmed by the enor- mity of material available to us. This is certainly true in the field of education. Theories and techniques (both new and recycled) compete for our attention daily. Yet the informa- tion piling up on our desks and in our minds is often useless precisely because of its enor- mous volume. How do we begin to sort out the bits and pieces that are interesting and useful to us? The TRIED series can help. This series of teaching resources taps the rich collection of instructional techniques collected in the ERIC database. Focusing on specific topics and grade levels, these lesson outlines have been condensed and reorganized from their origi- nal sources to offer you a wide but manageable range of practical teaching suggestions, useful ideas, and classroom techniques. We encourage you to use the citations to refer to the sources in the ERIC database for more comprehensive presentations of the material outlined here. Besides its role in developing the ERIC database, the ERIC Clearinghouse on Reading, English, and Communication is responsible for synthesizing and analyzing selected infor- mation from the database and making it available in printed form. To this end we have developed the TRIED series. The name TRIED reflects the fact that these ideas have been tried by other teachers and are here shared with you for your consideration. We hope that thrse teaching supplements will also serve as a guide or introduction to, or reacquain- tance with, the ERIC system and the wealth of material available in this information age. Carl B. Smith, Director ERIC Clearinghouse on Reading, English, and Communication USERds GUIDE aktiae imat7w-IPWRZwv."574,7m7 These alternatives to textbook teaching offer practical suggestions for addressing the works of women authors in the English/language-arts classroom at elementary, middle- school, and secondary levels. Although the needs of individual students may vary signifi- cantly, the strategies and guidelines presented in this TRIED volume are useful for helping students to develop language-arts skills. An "Activities Chart" (pages xi i-xiii) indicates the focus and types of activities (such as creative tasks, research, vocabulary development, etc.) found in the various chapters. An annotated bibliography at the end of the book contains references to additional sources, as well as a list of other resources in the ERIC database with which to develop an entire cur- riculum for teaching women authors. These teaching ideas were first tried and tested in the classroom environment, and then reported in the ERIC database. The ED numbers for sources in Resources in Education (RIE) are included to enable you to go directly to microfiche collections for the complete text, Dr to order the complete document from the ERIC Document Reproduction Service (EDRS). The citations to journal articles are from the Current Index to Journals in Education, and these articles can be acquired most economically from library collections or through interlibrary loan. Beginning with the sources as found in the ERIC database, these strategies and approaches have been redesigned with a consistent format for your convenience. Each chapter includes the following sections: SOURCE (your reference to the original in the ERIC database) BRIEF DESCRIPTION OBJECTIVE PROCEDURES PERSONAL OBSERVATION The TRIED text is addressed to you, the teacher. In many ;nstances, the text also addresses your students directly. These directions to the students are bulleted "+". Read these instructions to your students, or revise them, as you prefer. You know your students better than anyone else does. Adapt these suggestions to the abilit; levels present in your classroom. Some of the sources were written for specific lev- els, but they can be modified easily. Think of these chapters as recommendations from your colleagues who TRIED them and found that they worked well. Try them yourself, improve on them where you can, and trust your students to respond with enthusiasm. 0

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