Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
Unit/Chapter Title: Unit 1: Roles of Women- The Individual
Unit Length: 10 weeks
and her Community
Course/Grade: Women Writers/ English III & IV Course
Interdisciplinary Connections: Visual and Performing
Elective
Arts, History
Course Description:
Participants in this course will be exposed to the changing gender roles of women throughout the world. Students will examine how
these roles have evolved over time and analyze the impact women have had on history and today’s society. Through this course of
study, students will read a variety of texts from all over the world and all time periods where women have endured misogyny and their
attempts, whether or not successful, to overcome it. They will examine the struggles that women still endure today in our own society.
Unit Overview:
The course begins with the study of the historical approach to women’s literature. Students will be introduced to a selection of
foundational literary works of female writers as well as to the study of various genres and literary forms. The theme of this unit of
study is The Individual and Her community. Historically, women have been marginalized in terms of human and political rights.
Here, students will consider the historical events that allowed for this and the writings by women in response to the time period in
which they lived and worked. Political, economic, and social constructions are discussed, as well as the author’s biographical
information. This unit of study will expose students to and challenge students to think about their world and society.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
Common Core State Standards for Language Arts
Focus Standards
Key Ideas/Details:
Reading Literature/Reading Informational Text:
CCSS.ELA-Literacy.RL.11-12.1, CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as
well as in words in order to address a question or solve a problem.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 112
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
CCR text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band
independently and proficiently
21st Century Life and Career Skills Standards
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by
participating in online discussions with peers from other countries.
9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a
challenging task or project.
9.1.12.C.3 Explain why some current and/or past world leaders have had a greater impact on people and society than others,
regardless of their countries of origin.
9.1.12.D.2 Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from
past or current international issues or events.
Interdisciplinary Connections:
Technology: 8.1.8.C.1; 8.1.12.A.4; 8.1.12.E.1; 8.1.12.F.1
Literacy Standards: 3.1.12.D.3; 3.1.12.G.2 ; 3.1.12.G.3; 3.1.12.G.4
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
Visual and Performing Arts 1.2.12.A.1
Essential Questions
Enduring Understandings


1. How are we connected to the past?
2. How does the interaction of text and reader create
meaning?
3. How are events’ interpretation and presentation a product
of the culture of the author?

We are all connected to the past.
The interaction of text and reader creates meaning through
comprehension and analysis.
An author uses his culture and background to present and
interpret events in his writing.
Student Learning Objectives
(What students should know and be able to do?)
What students should know
Reading Standards:
RL.11-12.2:
Determine how themes or central ideas interact and build on one
another to produce a complex account.
What students should be able to do
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Identify the theme(s) or prevailing idea in a text.
Conclude how themes/ideas connect to each other.
Analyze how themes/ideas relate to the individual.
Analyze how themes/ideas relate to the world.
Peruse a text.
RL.11-12.2:
Provide an objective summary of the text.
 Summarize the central events without leaning toward one side
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
or another (remain neutral).
RI.11-12.1:
 Extract conclusions from the text by noting what is stated
Draw inferences from the text, including determining where the
text leaves matters uncertain.
explicitly as well as reading between the lines.
 Resolve in what areas the text leaves things questionable or
unclear.
Writing Standards:
W.11-12.7:
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose and
audience.
Speaking and Listening Standards:
SL.12.1c:
 Employ proper grammar, punctuation, spelling and word
usage.
 Organize writing to ensure comprehension
 Ensure proper form is used for the style of writing.
 Actively listen to ensure natural progression of conversation.
 Ask questions that promote critical thinking.
 Respond to questions in a thoughtful well-spoken manner.
Propel conversations by posing and responding to questions that
probe reasoning and evidence.
SL.12.1c:
When taking part in collaborative conversations, ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions.
SL.12.1c:
 Request explanations of ideas that are unclear.
 Verify clarity of others’ ideas.
 Challenge divergent ideas in respectful ways.
 Ask questions and challenge theories
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
Promote divergent and creative perspectives when speaking.
 Clarify issues
Language Standards:
L.11-12.5:
Acquire and use accurately general academic and domain specific words and phrases sufficient for reading, writing,
speaking and listening at the college and career readiness level.
 Learn the meaning and use content specific vocabulary words
 Acquire knowledge of words and phrases that can be used
while speaking and writing.
Instructional Strategies
Modifications/Extensions
Assessments
(How will the students reach the
learning targets?)
(How will I differentiate?)
(How will the students
demonstrate mastery?)
Reading
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Read Aloud and Think
Aloud
Active Reading
Active Listening
Guided Reading
Whole Group Instruction
Small Group
Literature Circle
Gallery Walk
Scaffolds for Learning:
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Use a main idea
organizer to identify
the essential and nonessential information.
Guided reading
Use an inference chart
while reading a story
or a particular event
and draw conclusions
Formative Assessments:
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Teacher observation
Quizzes/tests
Journals
Group discussions
Checks for understanding
(exit tickets, choral &
individual responses, four
Resources/Technology
(What resources and
materials will students
need?)
Texts: See Appendix D
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Word wall
Vocabulary Map
Think, Pair, Share
Turn Around and Talk
Graphic Organizers (KWL
Chart, Venn Diagram,
Two column notes,
character map, etc.)
Technology infusion,
websites, on-line
newspapers, etc.
Chunking texts
Text features in various
print formats
Habits of a good reader
(making inferences,
visualizing, connecting,
questioning, synthesizing)
Jigsaw
Strategic Reading
(knowing when, why, and
how to use reading
strategies)
Modeling (Explicit
reading strategy
instruction)
Picture Walk
RSS-RSS-E (Restate,
Support from Text,
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
about what was read.
While listening to a
read aloud, use post- it
notes to write
questions that comes
to mind that relates to
characters, plot, etc.
Pose questions
Read a short story,
find the big ideas or
general topics, jot
down repeated words
or ideas, important
events or dialogue
then relate to the story
and discuss with a
partner your findings.
Use graphic organizer
to visualize the
meanings and
relationships of words.
Identify affixes used
in a short story.
Create a vocabulary
map to learn new
words
Use context clues in
identifying the
meanings of
corners)
Socratic Seminar: See
Appendix A
Performance Tasks: See
Appendix B
Analytical Writing: See
Appendix C
NJDOE Model Curriculum
Unit 1 Assessment
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/mod
elcurriculum/ela/
www.mla.org/
www.noodletools.com/
www.poets.org
Student Portfolios
Ancillary Materials:
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Writer’s Notebook
Journals
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Support from Self –
Restate, Support from
Text, Support from Self –
Extension)
Character Map
Dialectical Journal
Comprehension
monitoring
Cooperative learning or
peer tutoring
Story structure
Question Generation
Poetry overview- include
terminology
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vocabulary words.
Skim and scan an
assigned reading to
identify text features
and structure.
Make predictions
about the next scenes
of a play or a dram
and explain why.
Use plot diagram to
the follow the
development of
conflict
Select leveled texts
Highlight targeted
passages and language
that convey a writer’s
perspective
Read a poem and a
short story and
highlight sensory
details and figurative
language used.
Identify comparisons
made.
Literature circle
Respond to selected
excerpts from the text.
Record students’
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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
practice reading for
playback and selfcorrection.
Use seven habits of a
good reader while
reading independently.
Read different genres
(especially poetry) and
interact with the texts
using post it notes to
write questions,
wonderings, etc.
Extensions:
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
Read a non-fiction text
and summarize it
including only the
important details.
Respond to an openended question based
on an editorial or any
informational text read
in class.
Complete a dialectical
journal or Cornell
notes with questions
that encourage critical
thinking. Then write a
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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brief summary of their
questions at the end of
each dialectical
journal or Cornell
notes.
Use a double entry
journal while reading.
Write important
passages on the left
side of the journal and
your thoughts on the
right side of the
journal
Students read notable
examples of poems
that use devices of
sound, literary
techniques, figurative
language, and discuss
how these devices
contribute to the total
effect of the story.
Identify new words
from the book that you
are reading, and use
context clues to make
a logical guess about
the word’s meanings.
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Identify signal words
in an article to figure
out the meaning of a
new word or concept.
Create a graphic
organizer to analyze
textual structure.
Students evaluate the
effectiveness of the
text features in
different sources.
Write a literary letter
about a story that you
have read analyzing
the character’s
behavior and its
impact on the outcome
of the story.
Write an author study
comparing and
contrasting the
different elements of
texts written by the
same author.
Critique the elements
of the writers’ style.
Write a personal
response to literature
using evidence to
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Writing:
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Sample writings
(
Exemplars)
Writing Mini-Lessons,
Peer Response Group
Guided Writing
Conferencing
Self-editing
Peer editing
Revising
Use of reference writer’s
checklist
Review exemplar essays
Edit sample essay
Graphic organizers for
poetry lessons
support
interpretations.
Read challenging texts
Scaffolds for Learning:
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Complete a KWL
chart or any organizer
to plan for writing a
narrative essay.
Think-Pair-Share
Provide sample
published reports and
review organization
Use dictionary and
thesaurus to aid in
rewriting.
Use word processing
software to check for
spelling and grammar
Recognize different
types of language
(formal,
conversational) and
use them appropriately
in writing
Address a specific
audience
Assist students in
Formative Assessments:
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Essays
Journals
Do Now
Entrance/exit tickets
Evaluation of Cornell notes
Quick writes
Teacher observation
Student Reflection
Student Portfolios
Websites:
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
Socratic Seminar: See
Appendix A
www.essaypunch.com
Performance Tasks: See
Appendix B
www.state.nj.us/education/mod
elcurriculum/ela/
Analytical Writing: See
Appendix C
www.mla.org/
onlinedictionary.com
www.noodletools.com/
NJDOE Model Curriculum
Unit 1 Assessment
www.poets.org
12
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
writing an interesting
opening and satisfying
conclusion
 Write and publish a
descriptive essay
about a favorite place.
 Extended time
 Provide a list of
transition words
 Assist in writing in
logical sequence
 Correct sentences
adding a transitional
word or phrase.
 Assist students with
using a dictionary to
spell correctly.
 Provide a word bank.
 Make a list of any ten
entry words using a
thesaurus, locate a
synonym for each and
write a sentence using
it.
 Revisiting prior work
 Recognize different
types of language
(formal,
conversational) and
Ancillary Materials:
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Writer’s Notebook
Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
Vocabulary Book
13
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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use them appropriately
in writing.
Create a story board to
identify events
Write a narrative
adding “snapshots”
and “ thought shots” to
support character
development
Assist students in
adding descriptive
words to enhance
writing
Modify work load and
length of assignment
Identify figurative
language styles
Assist students in
writing an interesting
opening and satisfying
conclusion
Assist with the proper
use of dialogue
Provide samples of
proper dialogue usage
Correct sentences
adding a transitional
word or phrase.
Provide examples
14
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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paragraphs
Provide students with
the different writing
forms (e.g. editorial,
book review, first-aid
book, cookbook,
friendly letter) and
identify two
appropriate audiences
for each and explain
why they made the
choice.
Confer with teacher
identifying strengths
and weaknesses using
a feedback form.
Peer collaboration
Use computer
software, thesaurus, or
dictionary to replace
common words with
synonyms and
antonyms to improve a
writing piece.
Use word processing
software to create,
save, revise, edit for
spelling and grammar.
Work with a partner in
15
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
using word processing
software to compose
revise, edit and publish
work.
 Write a personal
response to literature
and make a personal
connection to the text.
Extensions:
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Integrate suggestions
from various sources
to improve writing
(e.g., clarifying
meaning, adding
details).
Develop a personal
style or voice in
writing
Make choices of
language and details to
address a particular
audience and purpose
Use computer as
primary resource.
Use computer
software, thesaurus, or
dictionary to replace
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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common words with
synonyms and
antonyms to improve a
writing piece.
Use dialogue and
figurative language in
writing
Write a character
description using
concrete details,
sensory images, and
figurative language.
Write a narrative
about an event that
involved a change that
you have faced in your
life using sensory
words, descriptions,
dialogue and other
literary devices such
as flashback.
Write a character
description using
concrete details,
sensory images, and
figurative language.
Peer sharing and
critiquing of work
Create a play using
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Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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dialogue in peer
groups
Locate an article about
an event of
international concern
and rewrite the article
using as many
transitional words and
phrases as deemed
necessary to bridge
ideas.
Edit any writing piece
completed for
conventions.
Write stories with
multi-paragraphs
Self-evaluate
compositions using a
rubric to address logic,
clarity, evidence, and
mechanics
Self-edit and revise
written work using
reference materials
and other internet or
writing software to
improve language and
details to address a
particular audience
18
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
Language Standards:
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Explicit teaching of
vocabulary with
Marzano’s Six Steps
Explicit instruction of the
following conventions:
Grammar
Punctuation
Usage
Make sense of unfamiliar
conventions in order to
make meaning from text
Word Wall
Word
Origins/Etymologies
Peer Review
Conferencing
Story Telling
News Reporting
Journal writing
Language through pictures
Reading Corners
Teacher as
Informant/Peers as
and purpose.
Scaffolds for Learning:
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Assist with
understanding parts of
speech
Use practice sheets for
subject / verb
agreement
Peer collaboration
Guided Writing with
teacher.
Assist with proper use
of commas in
sentences
Provide sample
writing with proper
punctuation /
capitalization
Assist students with
using a dictionary to
spell correctly
Provide a word bank
Assist with the writing
of paragraphs
Provide examples
paragraphs
Guided Writing with
teacher.
Formative Assessments:
Websites:
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Readwritethink.org
Oral reading
Teacher observation
Oral presentations
Daily assignments
Socratic Seminar: See
Appendix A
Performance Tasks: See
Appendix B
Analytical Writing: See
Appendix C
NJDOE Model Curriculum
Unit 1 Assessment
Student Portfolios
Teachervision.com
Onlinereadingresources.com
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
www.state.nj.us/education/mod
elcurriculum/ela/
www.mla.org/
www.noodletools.com/
www.poets.org
Ancillary Materials:

Writer’s Notebook
19
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Informants
Diagrams
Sample writings
Oral and written examples
Word wall
Terms used in poetry
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Modeling
Make a list of any ten
entry words using a
thesaurus, locate a
synonym for each and
write a sentence using
it.
Identify figurative
language styles
Extensions:
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Use computer
software to practice
identifying parts of
speech
Create a newsletter or
other publication using
desktop publishing
software with no
convention errors.
Edit any writing piece
completed for
conventions.
Use highlighters to
identify correct
punctuation /
capitalization in
exemplars
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Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
Vocabulary Book
20
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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Speaking and Listening
Standards
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Oral Debate
Position Paper
Persuasive arguments
Read a variety of opposing
Create a list of words
adding prefixes and
suffixes to a root word
Edit any writing piece
completed for
conventions.
Write stories with
multi-paragraphs
Use computer
software, thesaurus, or
dictionary to replace
common words with
synonyms and
antonyms to improve a
writing piece.
Use figurative
language in speech
and writing
Identify figurative
language styles
Scaffolds for Learning:

Create a power point
presentation about a
topic of interest.
Include graphics and
sound to project key
Formative Assessments:
Websites:
 Rubric for speaking
 Teacher observation of
student listening
 Rubrics for Socratic
Readwritethink.org
Teachervision.com
Onlinereadingresources.com
21
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
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texts
PowerPoint Presentations
Reader’s theatre
Active listening
Group discussion
Drawing inferences
Speeches and lectures
Radio/ television
programs
Role playing
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
points
After gathering data
through a survey,
students develop a
proposal to address a
school or community
concern (e.g. lunch
menus, class
schedules, school
uniforms). The
proposal will include
table or results,
interpretations,
proposed changes and
list all sources used.
Read a speech by a
famous person in
history and identify
the speaker’s position
about an issue and
indicate its
effectiveness in
influencing others.
Extensions:

Students read an essay
or newspaper article
and write questions,
Seminars
 Observation of participation
in cooperative learning
groups
 Conducting interviews
Studyisland.com
teacherdomain.org
www.essaypunch.com
onlinedictionary.com
Socratic Seminar: See
Appendix A
Performance Tasks: See
Appendix B
Analytical Writing: See
Appendix C
www.state.nj.us/education/mod
elcurriculum/ela/
www.mla.org/
www.noodletools.com/
www.poets.org
NJDOE Model Curriculum
Unit 1 Assessment
Student Portfolios
Ancillary Materials:







Writer’s Notebook
Journals
Print and Online
graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing
22
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
connections, or
conclusions for
discussion within the
group.
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Prompts
Exemplars
Student Portfolios
Feedback worksheets
Grammar and
Composition Handbook
Vocabulary Book
Vocabulary Words/Key Terms
Terminology associated with poetry: alliteration, assonance, blank verse, consonance, couplet, dactyl, elegy, epic, feminine rhyme,
free verse, figure of speech, haiku, hyperbole, iambic pentameter, idyll, limerick, lyric, metaphor, meter, ode, onomatopoeia,
personification, quatrain, refrain, rhyme, senryu, verse
Content Vocabulary:
Required and Supplemental texts
Academic Vocabulary:
Narrative, setting, plot, mood, characters, point of view(1st&3rd), conflict (internal/ external), motivation, theme, inferences, tone,
foreshadowing, flashback, compare/contrast, simile, metaphor, personification, hyperbole, alliteration, repetition, onomatopoeia,
imagery, euphemism, oxymoron, pacing, style, task, purpose, audience, credible, unreliable, citing, summarizing, paraphrasing,
fluency, pronunciation, conventions, punctuation
Conventions:
capitalization, spelling, parallel structure, phrases ((noun, verb, adjectival, adverbial, participial, prepositional, absolute), clauses
(independent, dependent; noun, relative, adverbial), MLA format, colon, semicolon
23
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
APPENDIX A:
Socratic Seminar
The goal of a Socratic Seminar is for all students to participate fully in a class discussion about a specified topic. Within the context of
the discussion, students will think critically for themselves, listening closely to the comments of others while articulating their own
thoughts. Through the process of listening and finding common ground, students work toward a shared understanding. . Students will
respond to the following questions, citing specific evidence from the text, and come to class prepared to participate in a Socratic
Seminar about the topic.
Socratic Seminar Questions:
1. What are the rights and responsibilities of the individual? What are the rights and responsibilities of the community? Use
specific examples from the text to support your argument.
2. What is the effect of presenting different narrative perspectives and characters’ viewpoints throughout the novel? Use specific
examples from the text to support your argument.
3. What allowances are made for individuality? What are the community’s concerns regarding the individual? What are the
individual’s concerns regarding the community? Use specific examples from the text to support your argument.
Grading: Refer to Socratic Seminar Rubric found under Common Rubrics
24
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
APPENDIX B
Performance Tasks:
1. Create a blog of your own. Like the entries in “Baghdad Burning”, create a visual for the reader through the use of your
entries. Upload twenty entries (250 words each) and comment on ten entries made by a classmate. Limit your comments to
100 words and ensure they either asks a question, comment on a point, answer a question asked or makes a suggestion for the
author.
Steps to create and ENJOY a blog:
a. Go to www.blogger.com. Click on the class that the teacher has established for you to join.
b. Customize your blog. Upload a photo, personal (appropriate) descriptions and a quote that you feel represents you.
c. Post on your teacher’s blog acknowledging your favorite thing about this new way to communicate with your class.
d. Create an entry. Be sure to check the word count and use the ‘spell check’ features before you post.
e. For this assignment to be complete, you must upload 20 entries and comment on at least 10 entries!
f. Good luck and have fun!
Grading: Refer to the links below:
https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html
http://www.uwstout.edu/soe/profdev/rubrics.cfm
https://edorigami.wikispaces.com/file/view/blogging+commenting+rubric.pdf
2. Write a series of poems (5 in total) that speak from the perspective of a character you have met this marking period. In
addition to performing a poem for the class, be sure that these poems become a focal point of your academic portfolio.
Grading: Refer to the link below:
http://lps.lexingtonma.org/Page/2269
25
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
APPENDIX C:
Analytical Writing:
1.
In this unit, students have examined the roles of women in more than one region in the same time period. Now, using the
information you have acquired, write an analytical piece to determine where the most favorable conditions for women are
on our globe. Use information from the various writers to support your point of view.
Steps for writing an analytical essay:
1. Brainstorm the ideas that you have, based on the literature you have read this marking period.
2. Choose the topic that you like best and present it to your teacher for approval.
3. Use specific and relevant examples and arguments. You need to include these to make your essay strong and
substantial. Collect them from your notes and make cases clearly, with good word choices and transitions.
4. Maintain good form. You'll want to follow such essential rules as including an introduction, body and conclusion,
as well as a thesis statement that guides readers toward your ultimate statement.
5. Double check spelling, grammar and punctuation. These are important in any piece of writing.
Grading: Refer to the NJ Registered Holistic Scoring Rubric under Common Rubrics
26
Roselle Public Schools
Abraham Clark High School
Women in Literature Units of Study
APPENDIX D
Texts/Resources
Title
Genre/Links
The Storyteller’s Daughter
Novel
Biography on author, Saira Shah
http://en.wikipedia.org/wiki/Saira_Shah
The Joy Luck Club
Novel (Bookroom)/ Film (www.netflix.com)
Biography on author, Amy Tan
http://history.cultural-china.com/en/60H6789H12306.html
“Elizabeth” (with Cate Blanchett)
Film (www.netflix.com
“Baghdad Burning”
Blog (http://riverbendblog.blogspot.com/
“Because I Could Not Stop for Death”
Poem (Bookroom- Red Literature textbook)
“In Search of Our Mother’s Gardens”
Poem (http://voices.yahoo.com/alice-walkers-search-ourmothers-gardens-analysis-2606273.html
Seventeen Syllables
Poem, Prentice Hall Red Book
“Ironed Jawed Angles”
HBO Film
“Reviving Ophelia”
Film (http://www.imdb.com/title/tt1690215/)
Book excerpt (http://www.mylifetime.com/movies/revivingophelia/book-excerpt
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