L1+Buys,+John

V  **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mr. John Buys ** **__Date of Lesson__: 2**
 * __Grade Level __****: 9-10 ** **__Topic__: Different Mediums, Different Worlds? The Feminist South: Literature and Art**

Students will understand that differing artistic mediums reveal unique aspects of culture and character's complexity Students will know terminology related to mediums such as novel, short story, poem, and drama. Students will be able to propose how different mediums reflect culture. Product: Glogster
 * __Objectives __**

Common Core State Standards Content Area: Reading <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: Grades 9-10 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Literature <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clusters: 3, 6, and 7
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results Alignment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Throughout this lesson students will be analyzing literature critically while establishing a knowledgeable differentiation between literature's different mediums (novel, poem, drama, etc.) in order to begin thinking about how author's use different mediums to reflect different values and aspects to their literature.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction Students can pick different color codes (red=equals need to stop, yellow=proceed with caution, green=keep going) to explain their readiness and understanding with the content throughout lesson and activity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) Students will use a rubric for content on their Glogster that they can self-assess and use for grading as well.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The rubric that provides feedback throughout the Glogster that focuses on a medium type and explaining and demonstrating its benefits and disadvantages and progress will be used as the final assessment.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning) **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: The social media is geared toward students understanding the influence of technology in their own lives. The research and Glogster work will also involve technology integration for a successful product.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Other Content Areas: Art and the diverse mediums will also be included in understanding the difference in literary mediums.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction Venn Diagrams organizes difference and similarities between different types of mediums. Jigsaw requires students to individually become representatives for a particular medium. They then go into a large group to discuss the advantages and disadvantages of each.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will each become an advocate for one specific genre in their small groupings. After the jigsaw exercise the students will work on their Glogsters independently.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Jigsaw requires students to brainstorm and communicate their thoughts and organization of the different mediums. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Idea Sketching and picture metaphors to explain the different mediums during discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-mathematical: Categorizing the mediums into the Venn Diagram displays logical-mathematical intelligence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Movement between individual learning and group learning during the Jigsaw exercise incorporates bodily intelligence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: Fine arts medium comparisons can involve musical comparisons to further demonstrate the point. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Group discussion of mediums during jigsaw exercises. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: The individual time during the jigsaw exercise allows intrapersonal students to organize their thoughts before sharing in discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Fine arts mediums could involve landscape paintings.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graphic organizers and other paper work will be saved in a file. Students who are absent will be able to have access to my lecture notes and access to other student's glogsters to understand the desired goal. Time for it to be turned in with full credit will match the number of days absent. Students are recommended to discuss what preliminary steps and follow up to go through with myself.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: Integrated Glogsters expanding on the benefits and disadvantages to each genre will then be attached to common page that will be featured on their wikispace for organization.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: The creative potential of Glogster allows gifted students to maximize their potential in a variety of ways (videos, recordings, etc.).


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graphic Organizers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops with internet access
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copies of short stories
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Examples of Literary works from a variety of mediums
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Color Cards

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pierrene’s Literature: Structure, Sound, and Sense, 8th ed. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://www.atomiclearning.com/highed/glogster: tutorials on making a Glogster <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Graphic Organizers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]: Cooperative Learning <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Graphic Organizers
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: Students are given multiple devices to help structure their understanding. Sequential learning is modeled in the lesson from the information to the summative assessment and in the continued use of the wiki.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: Students do their own exploratory learning in the the close readings of the short stories and to provide evidence for their genre on their Glogster. There are three major discussions included in this lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: Proper discussion is dependent on students being respectful and comfortable in their classroom environment.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: Using the color cards and allowing students a creative project for the assessment.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Curriculum standards are met while encouraging a variety of learners to understand in their own way. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">CCSS: While demonstrating their understanding of literary mediums' key ideas and details, and how those details affect authors' craft and structure similarly to the integration of understanding of art and social media, students meet three clusters of the CCSS.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: Student apply the knowledge of the lessons to the real world benefits of different mediums in fine art, literature, and self-expression. This is further applied in the discussion on their short stories and Glogsters.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Both CCSS and Facets of Understanding as well as Differentiated Instruction are applied in this lesson. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Jigsaw requires students to brainstorm and communicate their thoughts and organization of the different mediums. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Idea Sketching and picture metaphors to explain the different mediums during discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-mathematical: Categorizing the mediums into the Venn Diagram displays logical-mathematical intelligence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Movement between individual learning and group learning during the Jigsaw exercise incorporates bodily intelligence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: Fine arts medium comparisons can involve musical comparisons to further demonstrate the point. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Group discussion of mediums during jigsaw exercises. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: The individual time during the jigsaw exercise allows intrapersonal students to organize their thoughts before sharing in discussion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Fine arts mediums could involve landscape paintings.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: Integrated Glogsters expanding on the benefits and disadvantages to each genre will then are attached to common page that will be featured on their wikispace for organization.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: All types of Differentiated Learning Styles are met and the Glogster is Type II for its integration and usage. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction Students can pick different color codes (red=equals need to stop, yellow=proceed with caution, green=keep going) to explain their readiness and understanding with the content throughout lesson and activity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) Students will use a rubric for content on their Glogster that they can self-assess and use for grading as well. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The rubric that provides feedback throughout the Glogster that focuses on a medium type and explaining and demonstrating it's benefits and disadvantages and progress will be used as the final assessment.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The classroom should easily facilitate discussion on the first day so a U-shaped class would be preferable. For cooperative learning exercises desks need to be moved into clusters though.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lecture with Graphic Organizer and Handout (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discussion Comparing: "The Yellow Wallpaper" and "A Pair of Silk Stockings" (25) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Glogster (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jigsaw Activity (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Work on Glogsters (40) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Self-Assess (10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin Northeast Topic (10)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that differing artistic mediums reveal unique aspects of culture and character's complexity Advertisement and information are passed in different mediums Integration of Knowledge and Ideas and Craft and structure.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students express themselves through a variety of mediums: Facebook, blogs, twitter, etc. The teacher will display misuses of different social network posts and ask students to pick which medium would best suit what the post is trying to display. Discussing the variety of benefits of each student will be prepared to approach the variety of mediums that the literary world has to offer as well.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailors: Interpersonal, Interpersonal, Linguistic, and Spatial **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know terminology related to mediums such as novel, short story, poem, and drama. Students will have generated thought about differing mediums in the social media world. This transitions them into the presentation of the different benefits and disadvantages of the novel, short story, poem, and drama. Venn Diagrams will help students organize difference and similarities between different types of mediums throughout the lecture. This presentation becomes the base for student's Glogsters. However, their job will later be to find literary examples and analyze them and their mediums purpose. This lecture will be integrated with different fine art examples as well. Students will then discuss "The Yellow Wallpaper" and "A Pair of Silk Stockings" as a product of their medium and regional work. Tutorial on Glogster will explain some of the nuances of the program while preparing students for their project assignment. The next day the Jigsaw requires students to individually become representatives for a particular medium. They then go into a large group to discuss the advantages and disadvantages of each as they have begun working on their glogster. Throughout presentations and demonstrations students will have access to three cards (red, yellow, green) which in times of frustration or from prodding from the teacher they can display.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore Rethink, Revise Tailors: Linguistic, Spatial, Logical-Mathematical, Interpersonal, Intrapersonal, Kinesthetic, Musical, Naturalist **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to propose how different mediums reflect culture. Students will create a Glogster that features the differing mediums and different aspects of them. After a presentation, cooperative learning, and personal research students will apply the knowledge they have into a Glogster for the benefits and disadvantages of their medium. They then apply that understanding to analyze literary texts. This Glogster will demonstrate knowledge of different medium's benefits and disadvantages. Using the rubric students will gauge their approaching of their finalized product throughout the process.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Spatial, Linguistic, Musical, Naturalist, and Logical-Mathematical **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The rubric then becomes timely feedback which students can always rework. They also continue updating and organizing their wikis with their new short stories, devices, and new medium glogsters. This is what the students are permitted to work on if they are ever finished early. They may also begin reading the homework assignment stories which are also included in the wiki.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: Intrapersonal, Linguistic, Spatial, and Logical-Mathematical **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know….. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Notes on Novel, Short Story, Poetry and Drama are all taken from Perrine’s Literature: Structure, Sound, and Sense 8th edition by Thomas R. Arp and Greg Johnson: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Literature: “enjoyment and understanding” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Story EXPANDS or REFINES our thinking on a SIGNIFICANT topic <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. QUICKENS our sense of life. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Serious artistic intentions <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Imagined experience that yields authentic insights to some significant aspect of life <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Commercial Fiction: Magician <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Here for entertainment: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Sympathetic hero <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Defined plot <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. Happy ending <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. General theme <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Traditional Structure <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Confirm reader’s prejudice <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Endorse their opinions <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. Ratify their feelings <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. Satisfy their wishes <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Money <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Escapism <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Literary Fiction: Explorer <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Someone with serious artistic intentions who hopes to broaden, deepens, and sharpens the reader’s awareness of life. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Through author’s imaginative vision and artistic ability, more deeply into the real world, enabling us to understand life’s difficulties and to empathize with others. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Provides complex lasting aesthetic and intellectual pleasure <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Impresses the reader with a profound and surprising truth <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Expect the Unexpected <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Question beliefs and often to challenge them <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Expand our horizons <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Short Story: The Art of Storytelling <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Literary genre <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Subtle art of story <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Brevity <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Poetry: Experience <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Exists to bring us a sense and a perception of life, to widen and sharpen out contacts with existence. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Gain greater awareness and understanding of their world <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Analyzes and Synthesize the experience <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Structure <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Most condensed <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. More concentrated <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. Line arrangement and meter <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. Multidimensional language <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">e. Four dimensions: Whole person <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">i. Intellectual <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ii. Sensuous <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iii. Emotional <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iv. And imaginative <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drama: Performance <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Action through: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Actors <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Stage <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Audience <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Limitations: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Playwrights are limited in directly commenting on action and characters: (Authorial commentary may be placed in the mouth of a character, but only at the risk of distorting characterization and of leaving the character’s reliability uncertain. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Spoken Interaction is dominant <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. One Setting for extended period <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Communal Experience is impactful <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Single performance <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6. Avoidance of extensive use of materials that are purely narrative or lyrical. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understandings: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Realist or nonrealistic conventions <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Tragedy, comedy, melodrama, or farce? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Protagonist, antagonist, foils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Suspense <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Themes <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6. Physical effects <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">7. Time <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8. Narration as a means of dramatic exposition

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“The Yellow Wallpaper” Charlotte Perkins-Gilman are based off of a research paper I wrote for Sabine Klein’s English 181: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Yellow Wallpaper and the Evolution of Insanity <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Charlotte Perkins Gilman’s sanity was troubled. Her personal nervosa serves as a background for her short story, The Yellow Wallpaper. The Yellow Wallpaper follows the female narrator’s prescribed rest treatment in a rented house under the supervision of her physician husband and sister. However, the treatment has reverse effect and deepens the narrator’s psychological burden. The narrator’s insanity reveals itself through her obsession with her bedroom’s wallpaper. The narrator’s evolving emotional reaction and evolving figures pertaining to the wallpaper reflect her growing insanity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Criticism of Gilman’s The Yellow Wallpaper focuses on the patriarchal cause of the narrator’s madness. As Carol Davison says in her article, “[The wallpaper’s] encoded message regarding the constraining nature of patriarchy is patent” (63). Elaine Hedges in her afterword for The Yellow Wallpaper echoes this view of the wallpaper’s connection to male suppression. As written in her afterword, Hedges states, “The paper symbolizes [the narrator’s] situation as seen by the men who control her and hence her situation as seen by herself” (51). While Davison and Hedges prescribe the cause of the madness to male control, they fail to comment on the wallpaper’s connection to the narrator’s own mental instability. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">While “[the narrator] is literally locked away from creativity” by her suppressive husband, John, She enters a transformation due to her insanity (Gilbert, 90). Similar to Davison and Hedges assessment of the narrator’s insanity, Rula Quawas in her article about The Yellow Wallpaper states that society’s standards and her desires conflict causes the narrator’s madness (44). Quawas recognizes that insanity becomes the narrator’s transformation and escape from male and society’s pressures (49). Hedges reiterates this that, “Madness is [the narrator’s] only freedom” (53). This mad-freedom repeats itself as well that, “At the cost of her sanity, [the narrator] emerges victorious in their undeclared battle over her diagnosis” (Davison, 66). Through the wallpaper accompanies the narrator’s madness, the wallpaper’s metaphorical presence in the narrator’s mind, and evolving figure behind the wallpaper are unattended in focusing on patriarchal causes and freedom in madness. As the narrator states “There are things in that paper that nobody knows but me, or ever will” (Gilman, 22). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gilman uses the narrator’s first reaction to the wallpaper’s contradictions to reveal the narrator’s initial irritation to her growing insanity. The narrator’s irritation is present in her description of the wallpaper as: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is dull enough to confuse the eye in following; pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide—plunge off at outrageous angles, destroy themselves in unheard of contradictions. (13) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As the narrator views the wallpaper as confusing, the narrator reveals her confusion with the complexity of her unstable mind. The narrator describes the wallpaper as dull reflecting her negative opinion of both the wallpaper and her mind as insignificant. Likewise the narrator distinguishes the wallpaper and her mind as lame exposing her reaction to her mind as inadequate and inept. Also, narrator recognizes the contradictions of her mind in the outrageous angles and curves of the dull wallpaper. Though her insanity is her weakness, she cannot hide the outlandishness of her mind. Similarly as the wallpaper is outrageous and pronounced enough to study, the narrator’s insanity is also pronounced and evident enough to require her husband, brother, and Mitchell Weir to study it. However, the narrator views that her mental condition is “irritating” for its uncertainty and partiality in its suicidal cut offs. The narrator grows uncomfortable with the partiality of the paper because she struggles with the incomplete paper as she struggles with her incomplete mental health. Sandra Gilbert and Susan Gubar recognize in The Madwomen in the Attic, that the suicidal implications the narrator associates with the wallpaper represent her need for escape (90). The contradictions of the wallpaper’s confusion and simplicity and partiality and pronouncement irritate the narrator. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The narrator’s evolving emotional reaction leaves irritation with the wallpaper and her insanity into being tortured by the wallpaper and her insanity. The pattern’s becomes torturing as it applies to her mind when the narrator states, <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The color is hideous enough, and unreliable enough, and infuriating enough, but the pattern is torturing. You think you have mastered it, but just as you get well underway in following it turns a back-somersault and there you are. It slaps you in the face, knocks you down, and tramples upon you. It is like a bad dream. (25) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By attacking the color of the wallpaper as hideous, unreliable, and infuriating, the narrator acknowledges her irritation with her mind’s inadequacy. While the color correlates to the design of her mental state, referencing the pattern reveals the narrator’s reaction to her mind’s performance and function. Though she recognizes her insanity, she is unable to control what her insanity makes her do. As she is unable to master the wallpaper, she cannot master the effects of her insanity. Even in treatment, her insanity is able to perform a “back-somersault” and cure nothing. Not only does it reoccur, but like the wallpaper’s slap to her face, the reoccurrence is a slap to the narrator’s pride. By destroying her progress, the wallpaper and her insanity humiliates present in knocking her down; and then as the wallpaper tramples upon her, her insanity, unchanged, stays with her. While the torture of her insanity is present in the physicality of the previous descriptions, describing the wallpaper and her insanity as a bad dream establishes the narrator’s insanity as inescapable and enveloping her entire world. The evolution from irritation with the color to torture because of the pattern of the wallpaper parallels the evolving reaction to the narrator’s irritation with her mind’s design to the torture because of her mind’s performance. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Similar to the narrator’s evolving emotional reaction with the wallpaper, the figures within the wallpaper evolve revealing the narrator’s insanity. Before the narrator fully understands the figure in the wallpaper, the narrator first notices, <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There is a recurrent spot where the pattern lolls like a broken neck and two bulbous eyes stare at you upside down. […] Up and down and sideways they crawl, and those absurd, unblinking eyes are everywhere. […] I never saw so much expression in an inanimate thing before, and we all know how much expression they have! (16-17) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The reoccurrence of the narrator’s imaginative power reveals the instability of her mind. The pattern discomforts the narrator though is lolls. Though the pattern hangs relaxed, the broken and bulbous adjectives and upside down and staring action functions to destroy comfort for the narrator, a contradiction in her insanity. The multiple directions of the eyes’ movement are part of the confusion the narrator experiences with her insanity. The eyes’ stare follows the narrator witnessing her insanity. She knows they are absurd and therefore ridiculous because of her irrationality, but she still sees their expression. Her ability to see expression in inanimate objects reveals the creative potential of her insanity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The eyes are forgotten only for the figure of the woman who evolves into a woman similar to the narrator herself. “This wallpaper has a kind of sub-pattern in a different shade, […] I can see a strange, provoking, formless sort of figure, that seems to sulk about behind that silly and conspicuous front design” to the narrator (18). The narrator’s focus on the conspicuous eyes results in identifying a sub-pattern. The sub-pattern becomes the focus of narrator for its “strange” and “provoking” nature making the eyes “silly”. The narrator recognizes the figure’s sulk. This recognition reveals the narrator’s own angry silence about her insanity. The sadness of the figure behind elicits a response that evolves into action of the figure where “The front pattern does move—and no wonder! The women behind shakes [the bars]!” (30). The narrator’s ability to recognize the angry silence of the woman figure behind bars represents the narrator’s own inhibition and entrapment due to her insanity. However, the two patterns exist together. Her insanity is present and as the eyes constantly scrutinize her insanity, the narrator’s insanity creates a trapped woman in the wallpaper. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In the final scene of the short story, the narrator finalizes the evolution of the figure from only eyes, to a female figure to the narrator herself and solidifies the connection of the wallpaper and the narrator’s insanity. The narrator’s mental illness makes her have to free the wallpaper woman, but first she has to pull off the front design when, “Then I peeled off the paper I could reach standing on the floor. It sticks horribly and the pattern just enjoys it! All those strangled head and bulbous eyes and waddling fungus growths just shriek with derision!” (34). The narrator reaches a physical point on the wallpaper as well as a point in her insanity. As she peels off the paper, she unravels the complexities of her insanity from the obsession within her mind as the emotional reactions and figures have been to her physical self. Her mind continues to mock her though evident from the eyes shrieking with derision. To achieve identity in her insanity and freedom from the forced perception of her mental state, she tries to destroy the wallpaper, but her mind is too far gone. However she achieves freedom when “I’ve got out at last,” said I, “in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back!” (36). By evolving the wallpaper figure into herself, she tries to create explanation for her insanity. She pulls of the paper as it is a physical representation of her insanity. According to her twisted logic, her insanity can no longer repress her because it is non-existent if the figure exists. The narrator becomes the women behind the wallpaper as proof to the eyes that continue to mock her and physicians who study her. In so doing, the wallpaper has evolved from only eyes to include repressed woman figure to finally the narrator viewing the wallpaper woman as herself revealing her insanity due to her twisted reasoning. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The narrator’s evolving emotional reaction from irritation to torture and the evolving figure from only eyes to a woman figure into the narrator herself reveals her growing insanity in The Yellow Wallpaper. As her reaction to her growing madness and the wallpaper figures evolve into the narrator, the insanity of the narrator becomes apparent. The wallpaper parallels the narrator’s insanity. The delicacy and intricacy of Gilman’s narrator’s plunge into madness exposes her personal connection to the growth of insanity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">WORKS CITED <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ammons, Elizabeth. Conflicting Stories: American Women Writers at the Turn into the Twentieth Century. New York: Oxford University Printing Press, Inc., 1992. 34-43. Print.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Davison, Carol M. "Haunted Houses/Haunted Heroine: Female Gothic Closets in "The Yellow Wallpaper"." Women's Studies 33.1 (2004): 47-75. Web. 3 Nov. 2010.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gilbert, Sandra, and Susan Gubar. The Madwoman in the Attic: The Women Writer and the Nineteenth-Century Literary Imagination. New Haven: Yale University Press, 1979. 89-92. Print.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gilman, Charlotte P. The Yellow Wallpaper. New York: The Feminist Press, 1973. 9-36. Print.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hedges, Elaine R. Afterword. The Yellow Wallpaper. By Charlotte P. Gilman. First ed. New York: The Feminist Press, 1973. 37-63. Print.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quawa, Rula. "A New Women's Journey Into Insanity: Descent And Return In The Yellow Wallpaper." AUMLA: Journal of the Australasian University of Modern Language Association 105 (2006): 35-53. Web. 3 Nov. 2010.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A Pair of Silk Stockings: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Written by Kate Chopin. "She studied piano, wrote poetry, and read Dickens, Austen, Goethe, de Stael, and the Brontes," "Littlest rebel story for taking down Union Flag" "Admired social belle" married in 1870. dressed "unconventionally, and smoked cigarettes". Six kids. "in 1882 she took over management of Chopin family plantation and wrote" "The Awakening" was a national scandal and prevented her from later writings.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A Pair of Silk Stockings follows the story of a frugal lady shopping for her family until she becomes a spendthrift after buying herself some stockings. the novel comments on the difficult balance of southern women between satisfying themselves and the pressures of living only for their family's well being.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ven Diagrams <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copies of "The Yellow Wallpaper" and "A Pair of Silk Stockings" <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Examples of Literature from a variety of mediums ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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