ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Analyzing Character Development in Three Short Stories About Women
|Grades||9 – 12|
|Lesson Plan Type||Unit|
|Estimated Time||Nine 60-minute lessons|
Villanova d'Asti, Asti
In this lesson, students will read three short stories about women, written in different historical periods. Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations. To understand and make sense of the story, students will also get to know each author. During the last session, students will compare all women characters in the three stories and will bring them to life by having the characters meet and discuss similarities and differences in their lives.
- Character Trading Cards: Students will use this interactive tool to analyze the characters and the stories in small groups.
- Venn Diagram, 3 Circles: Students will use this interactive tool to compare the three characters they have analyzed using the Character Trading Cards tool.
Santa, C.M. (2006). A vision for adolescent literacy: Ours or theirs? Journal of Adolescent & Adult Literacy, 49(6), 466–476.
- Many students in grades 4-12 are struggling readers who have poor reading comprehension because they lack strategies to help them understand what they read.
- Students can benefit from a curriculum that provides opportunities for them to understand texts better by exploring their own thoughts and questions.
- Students learn better when they consciously develop and use different strategies to understand texts.
- To help students comprehend what they read, teachers should activate background knowledge or help students gain background knowledge.
- Students learn by working persistently in activities that require writing, talking, and using information.