Cultural Studies Unit Plan: Learning About Sex Through Forever
Written by Judy Blume in 10th-12th grade English
The cultural studies unit plan that I am going to teach involves the primary text Forever written by Judy Blume. This book is an all time classic in the realm of adolescent literature and touches on many different issues that students of this age deal with. One of which is sex. This book is not too raunchy but does include the idea and pursuit of sex in a relationship. Students in todays society are exposed to “soft-porn” music videos, pictures and text covering all social medias, along with emotions and relations within there own lives. Using the English classroom to help students with the many problems that can arise from “sex” is just another way we can tie real-world problems into the classroom. The goal of the projects and discussions in this unit is not for students to simply talk about sex but rather for students to become connected to one’s identity, gender, and relationship with there own body, as sex looms large in the lives of our adolescents. Additionally, this book features an instant of teen suicide that is also a topic in which students should feel comfortable with. Although this topic isn’t as repetitive as “sex” in Forever, it is still one that can be touched on within the classroom.
The first day in this unit is going to be very important in shaping a warming, comfortable environment for all students in the classroom. I want to speak to students on the first day and open up the class for appropriate comments regarding “sex” and any concerns that they may have as accommodations and modifications for lessons could be abundant throughout this unit. As soon as students are comfortable and agree to be appropriate and mature we will begin the unit. As we read the novel both in class (read by me to the students) along with read aloud through audiotapes students will engage in discussion in both big groups (as a class) and small groups within the class. We will cover summaries and analysis of chapters and sections of the text in class to make sure that all students are caught up with the content and context of the novel.
There will be one major “project” throughout this unit that is divided into two separate assignments. The first of which will be a research-type paper where the students will incorporate the primary text of Forever along with 2-3 other sources whether that be books, novels, websites, journals, etc. This paper will be a character analysis that compares the attitudes and habits of one major character or two minor characters too other characters outside this novel or other issues outside this novel. This paper will allow for a lot of creativity in how the students want to use the character(s) that they pick. Students can take the route of comparing the character to a different character in other works or they can use social issues to show how those relate to this character and how they are exemplified in the text and other texts. The students will be able to research, find evidence, and form an argument, which will be helping there writing skills. Students will be graded on effectively comparing the character(s) they choose to other characters in other works of literature OR social issues backed up by statistics and facts. Students will be graded on the use of evidence and outside sources along with the citations they provide for those texts. A “more specific” rubric or explanation would be given to the students, as the paper is introduced.
The second aspect of this project is the presentation portion. In this portion students will also be given the choice to take one of two routes. They can form an informational presentation regarding an issue regarding “sex” or teen suicide. Students can also do a persuasive presentation on there paper. They would persuade why the character they chose is similar to a character or social issue outside of the primary text. Again, giving students choice will hope to eliminate one-track thought processes within the classroom and will give all the students a variety of perspectives and interpretations of Forever, “sex,” and teen suicide. Students will be graded on their presentation outline, informational or persuasive execution, and use of outside sources, along with minor communication skills that effect the presentation itself. Again, students will be given a “more specific” rubric or explanation for what is expected. Students that need accommodations related to public speaking can also record their presentation either at home or with me after school or during lunch.
The goals of this unit are to get students learning about real-world social issues. Students should feel comfortable being connected to gender, identity, and ones relationship with there body. In reading and critically thinking about Judy Blume’s Forever students will be able to analyze characters and see how social issues are applied within the text. Students will improve there writing and speaking skills during their research papers and presentations. In having a comfortable and inviting classroom we, as a class, will be able to attack these issues and engage in an effective, informational, and paradigm changing unit.
Daily/Weekly Plans:
Day 1 (week 1): The topic of sex and cultural studies will be introduced within the classroom. Students will become comfortable with the idea of identity, gender, and connectedness to ones body while "breaking the ice" so to say.
Day 2-5: Students will begin the class periods with types of free writes or other modes of formative assessment in regards to assigned reading from the previous class. The chapters are very short and the read is relatively quick so 2-4 chapters can be assigned every day. We will engage in read aloud done by the instructor and students (if there is a need). This way we can work together in discussion groups to critically think about the novel. The novel will be finished by the end of this week. Students that have accommodations for time will also have extra time to read in the following week. Students will think on the book over the weekend and thoughts will be reviewed at the beginning of next week.
Day 6(start of week 2): Students will have time to write a small reflection on the novel and analyze part of the text. We will have a final discussion on the novel in reading circles where the students will share perspectives; analyze themes and characters, along with forming arguments about specific passages or situations within the text.
Day 7-10: I will introduce the main project and explain the choosing process that the students will complete in deciding which ways they want to write or present. Students will be writing in class with the opportunities to research in the library or on laptops (iPad) within the classroom. Individually, in pairs, and in small groups, students will be able to review each other’s works and collaborate to achieve a common goal. "Rough" drafts will be due at the beginning of next week.
Day 11-15(week 3): Students will be working on projects, researching, typing (or writing) their paper and finalizing the paper and presentation aspects of the unit project. We will discuss (review) basic communication and presentation outlines and skills so that students become more familiar with public speaking. Students will have the option to present to the class or make a video of them presenting to the class to be shown the following week in class.
Day 16-18(week 4): Students will present to the class or show there video to the class. In order to work on listening skills students will have to fill out speech summary cards on all but two of the speakers.
Day 19-20: We will wrap up the unit discussing the cultural study we covered (sex). We will discuss connections we have made between this novel and various other sources. The students will receive there final papers back with feedback and will have the option to fix anything they want and turn it in at the end of the following week (beginning of new unit).
Standards:
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
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.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
