Cheryl A. Canino
Classroom Activity One: Reflective Journal on the construct of gender (female)
Students will be asked to complete a daily journal entry detailing their thoughts, ideas, feelings, and their own learning about what they observe, learn, experience, and discover about women and their roles in the world.
Initial Journal Questions for Reflection entry:
What is a woman?
What is her role?
Additionally, students should generate at least 3 questions that could be used for discussion or areas for further exploration. It should be impressed that students are creating primary sources and that they should be authentic and honest. Student reflections should incorporate initial responses to readings, feedback of peers and classroom discussions. The journal may be either digital or print. (The writer admits to a preference to written reflective journals (mind-body learning connection) and this may be accomplished by having students screen shot written pages.) Group or class journals which are meant to be public conversations and especially great if original entries can be made first and then responses to others are made after an original entry—a way to ensure all voices are heard versus “group think.”
Classroom Activity Two: Gallery Walk of “How You See “Her?”
The purpose of this prereading activity is to determine prior knowledge of students, generate awareness of beliefs they may possess and begin a reflective process that they will build on throughout their experience with this curriculum. It is also a way to create student ownership in the learning experience.
It is also a way to direct student focus to aspects of gender and the roles of women found in the fictional text, The House on Mango Street by Sandra Cisneros.
Individual students will be asked to create a digital or print poster in response to the following questions:
- Create or post a photograph of a woman you admire?
- Explain what role she plays in the world?
- Comment on her limitations and strengths?
- Describe how she became a success?
- Pick her shoes. Why did you select those shoes? (Provide a photo of the following shoe types: a. chanclas, b. stiletto/high heels, c. sneakers, and d. cowboy boots)
Discussion Questions:
What are standards of beauty?
Do we judge women by what they wear?
What is success for a woman?
Are there strengths/limitations of a being a woman?
Classroom Activity Three: Analyzing Artwork--What does a “Good Mother” look like?
Prereading newspaper article concerning a “Llorona type” event or fiction where mother kills child to protect child.
How does culture define a “good mother?”
Students will examine and analyze paintings of la Virgin de Guadalupe by Mexican and feminist artists (Yolanda Lopez, Carlos Trujillo, Alma Lopez, Israel Rico, and Ester Hernandez).
Reflection Questions to be recorded in their daily journal with the expectation that aspects will be shared in group discussion. Observations should be supported by evidence from the visual text.
What do you see?
How did the artist do it?
What is the artist trying to say?
What do I think about the artwork?
What is going on in the painting?
How do I feel about whether the artist was successful/unsuccessful in conveying an idea?
Discussion Questions:
What is the definition of a “good mother?”
Is the definition of “good mother” fixed?
Can “good mothers” act badly?
Can “bad mothers” ever behave “good?”
Classroom Activity Four: Close Reading of fictional text of The House on Mango Street by Sandra Cisneros, Chapter entitled: Boys and Girls
Page
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Quote
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Analysis
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p. 8
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“The boys and the girls live in separate words, The boys in their universe and we in ours. My brothers for example. They’ve got plenty to say to me and Nenny inside the house. But outside they can’t be seen talking to girls.”
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The world of boys and girls are separate and not on equal footing. Girls are considered less than.
Boys and They only share the domestic sphere. They can only communicate in the domestic sphere.
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Chapter Meaning: Author is describing domestic and community spheres of women as defined by gender, class, family, and cultural ties.
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Classroom Activity Five: Using Six Thinking Hats by Edward De Bono60 (Parallel Thinking) as a discussion guide modality.
Students will be asked to read “The Family of Little Feet” and “Chanclas” chapters in The House on Mango Street and nonfiction text articles “How Foot Binding Worked” by Melanie Radziki McManus, “Stiletto Stories” by Modine Gunch, “Objects of Desire” by Mari Ichaso and “These Shoes Aren’t Meant For Walking” by Ann Kingston.
Using Six Thinking Hats by Edward De Bono are asked to design a presentation inclusive of areas of possible research for such presentation from the point of view from one of De Bono’s Thinking Hats. Groups may be arranged individually or might work in group pairs. One such group pairing might include: White and red, black and yellow, and green and blue. Presentation plans would be made to the whole group or recorded digitally.
Six Hats, Six Colors
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Discussion Perspective61
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White
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White is neutral and objective. The white hate is concerned with objective facts and figures.
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Red
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Red suggests anger, rage and emotions. The red hat gives the emotional view
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Black
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Black is somber and serious. The black hat is cautious and careful. It points out the weaknesses in an idea.
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Yellow
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Yellow is sunny and positive. The yellow hat is optimistic and covers hope and positive thinking.
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Green
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Green is grass, vegetation, and abundant, fertile growth. The green hat indicates creativity and new ideas.
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Blue
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Blue is cool, and it is also the color of the sky, which is above everything else. The blue hat is concerned with control, the organization of the thinking process, and the use of the other hats.
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Classroom Activity Six: Fishbowl Discussion of “What do fairy tales teach us?”
Guiding Questions: Are women passive by nature or are they taught to be?
Do fairy tales teach children how to behave?
What do they learn?
How would you change the chapters/fairy tales to reflect girls who become women who control of their lives?
Read, reflect, and prepare for class discussion
“Rafaela Who Drinks Coconut & Papaya Juice on Tuesdays” and the fairy tale, “Rapunzel” OR “A Smart Cookie” and fairy tale, “Cinderella”. Rewrite the fairy tales changing the actions of the protagonist.
Classroom Activity Seven: What’s in a Name?
Close Reading of fictional text of The House on Mango Street by Sandra Cisneros, Chapter entitled: My Name.
Students will be asked to listen to U. S. Representative Alexandria Ocasio-Cortez's speech (https://www.youtube.com/watch?v=Q3Xjv03Qrtc&feature=emb_rel_end )
Discussion Questions:
How is the significance of a/your name?
What does it matter what you are called?
How would the old adage, “Sticks and stones can break your bones, but words can never hurt you” apply to either of the aforementioned questions or to U.S. Representative Alexandria Ocasio-Cortez?