ASSURE Lesson Plan

Women Writers- Past and Present
1. Analyze Learners
A. General Characteristics:
Class Demographics:
-9^th to 10^th grade English/Language Arts Class (About 25 students)
-Mixed Pacific Islander/Filipino/other ethnicity
-Lower to middle class SES
-ESL, mid to low achievers, special learning needs
B. Entry Competencies:
- Minimal background in formal grammatical and Language Arts instruction
C. Types of Learners:
-Many students will be visual learners, as well as audio and kinesthetic
learners. A good population will have special learning needs and will
require more scaffolding and assistance.
2. State Objectives:
Objectives for the Lesson:
1. Students will be able to use a spreadsheet in order to add and present numbers.
2. Students will be able to track the amount of female writers from specific genres, countries, and years.
3. Students will become familiarized and comfortable with comparing and adding figures.
4. Students will be able to see where and when the most (and least) female writers come from, as well as how many writers come from which genres (Playwright, Novelist, Non-Fiction, Short-Story, Poetry, et cetera). A written discussion/questionnaire regarding the reasons in history and present that explains these numbers will follow (Critical Analysis).
5. Students will become familiar with research, and different search engines (firefox.com, ujiko.com). Part of the research includes finding possible reasons that explain the figures. For example, the number of female Fiction and novel writers increased greatly in the United States after the 1950’s, due to a rising awareness of sexual equality.
Questions for Students (for the end of the project):
1. Did the amount of female writers increase or decrease over the years? How would you account for this?
2. Where were most of the female writers from? What is the most popular genre amongst this population? Why is this so?
3. In which era were/are female writers most prevalent?
4. How would culture influence women to be persuaded or dissuaded to become writers? What seems to be the common attitude towards female writers within the Western culture?
3. Select, Modify, Design Material, Methods, and Media:
Method:
Groups of two or three (One group leader that oversees the project)
with one project, as well as an explanation as to which group members were responsible for doing which parts of the project. In the final package, charts, discussion questions, responsibility log, and affectivity questionnaires must be submitted for final review.
Materials:
-Software for spreadsheets: MS Excel
-Computer access (public library, U.O.G. library, personal computer)
-Search Engines
Media:
-Search engines
1. Firefox: www.firefox.com
2. Ujiko: www.ujiko.com
3. Google: www.google.com
Lesson Description/Day Planner:
Day 1. This lesson plan begins with an introduction to some famous female writers such as Virginia Woolf, Anne Rice, and Diana Prima. Also, an introduction is given on types of writers, such as novelists, poets, science fiction, Non-Fiction, novelists, et cetera. (Students must include all these genres plus more).
Day 2. Students are then assigned to research all the female writers from 1900-present, expressing the data in the spreadsheets as decades (for example, from 1900-1910, 1911-1920, et cetera). Demonstration on different search engines will be held on the library computer.
Day 3. Introduction to MS Excel which includes handouts about beginning operation commands for the program, as well as a demonstration which will be held in the library on MS Excel. Students can test out the program and ask questions.
Day 4. Students should then compare and contrast the figures, and draw conclusions about the results. The following questions should be answered and turned in with the final assignment.

4. Utilize Materials:
A. First, introduce students to the topic of female writers by discussing samples of their writing. Discuss a brief history of female rights (this activity is appropriate during women’s history month).
B. Explain and orient students with handouts about different search engines they can use. Handouts featuring not only the websites, but also the exact steps will be given. A demonstration in the school library using a few of the search engines will ensue.
C. Spend another day explaining how to use MS Excel, followed by another demonstration in the library. Students will each be allowed to try the program, on the spot.
5. Require Learning Participation
A. Every student must participate in the demonstrations with the software and search engines.
B. Each student must play an equal role in the production and execution of the project. A log of all the divided responsibilities must be turned in with the final project, and the whole group will be graded on maintaining equal participation.
C. In addition, the project must be summarized and presented in class, with equal participation, as well.
6. Evaluate and Revise
Evaluating Students:
1. First, students will be evaluated based on having an equal role in the project. This will be elaborated upon in the Logs that students will turn in at the end of the project.
2. Students will be graded on their summary presentation. Grades will be given in consideration of clarity of the presentation, representation of data, knowledge of the subject matter, analysis and comparison of figures, and final conclusion.
3. Students will be given a hands-on test with Excel spread-sheets, and will be prompted to perform certain tasks.
4. The essay/discussion questions will also be graded based on the thoughtfulness and creative thinking of the responses, as well as the use of research.
Evaluating the Media:
1. Based on the results of the charts, analysis and students’ responses, as well as use of research, the media should be appraised.
2. The media will also be examined, considering student’s responses to an affectivity questionnaire:
Questions for Students:
1. Do you feel that you have learned useful information or software? Why or why not?
2. How else could you use MS Excel in the future for adding figures or other operations?
3. What was your favorite search engine? Which did you like the least? State reasons for each answer.
4. How would you improve this project?
Examples of Possible Charts:
Decades and Genres of Female Writers:

	Non-Fiction	Playwrights	Poetry	Novels	Short-Story	Totals
1900-1909
1910-1919
1920-1929
1930-1939
1940-1949
1950-1959
1960-1969
1970-1979
1980- 1989
1990-1999
2000-2009
Totals:

Decades and Countries of Female Writers:

	U.S	Jap.	Fra.	U.K.	Kor	Russ.	Ger.	Ind.	Ttl.
1900-1909
1910-1919
1920-1929
1930-1939
1940-1949
1950-1959
1960-1969
1970-1979
1980-1989
1990-1999
2000-2009
Tot: