Eleanor and Park through the Feminist Lens

*Lesson plan based on a 10-15-minute bell ringer

Purpose/rationale: It is important for students to learn how to use literary lenses so as to better
analyze works of literature. Yesterday, I introduced the students to the Feminist lens, which is a
useful tool for students to use when trying to understand the gender dynamics and how men and
women are portrayed differently in texts. This lens is important because it helps open readers
eyes to subtler issues presented in the text that may not be apparent at first glance, and gain a
deeper understanding of our own culture and society as well. The timing is appropriate for this
activity because we are about in the middle of the semester, and students have used some literary
lenses, but are still learning how to apply them, so a group discussion is a good activity to help
make students more familiar with the feminist lens. By hearing other students questions and
answers to questions, students might gain a better understanding of what exactly the feminist
lens entails, and how to use it. After the class discussion, students will begin a small project
making book trailers for Eleanor and Park, an activity that will helps students gain a deeper
understanding of the novel by creating their own visual and audial portrayal of it.
Florida Standards:
LAFS.910.SL.1.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
Objectives:
SWBAT evaluate textual evidence from Eleanor and Park using the feminist lens.
SWBAT discuss the texts portrayal of men and women.
Materials: N/a
Anticipatory set:
Students should come into the classroom and rearrange their desks so that they are in a large
circle, as the instructions on the board will instruct them to.

Teaching Strategy/Procedure/Activity:
Time
Student is doing
3
Listening as the teacher speaks,
minutes taking notes if need be.

12
minutes

Students should sit quietly when

the teacher or other students are
speaking, and raise their hands
when they want to speak.
Students will be called on by the
teacher. Students should all
speak at least once, if time
allows.

Teacher is doing
When all the students are seated in a circle, the
teacher will sit down in a desk that is part of the
circle. The teacher will begin by asking the
students, Who can summarize yesterdays
lesson on the feminist lens? The teacher will
call on a volunteer student to do so. After the
students summary, the teacher will add on
whatever is needed. It should add up to
Feminist criticism looks at the ways women
and men are portrayed differently in the texts,
and the way men and women in the text do or
do not share power, or something along those
lines.
Teacher will continue, Today we are going to
begin class with a discussion of Eleanor and
Park. We are going to use the feminist lens to
analyze the novel. I would like for everyone to
speak at least once. I will ask a question, and
then you may raise your hand to share your
thoughts or answer. This will be a short
discussion, so please try to keep your thoughts
brief and give others a chance to talk.
Teacher begins with the question In general,
how do you think women and men are portrayed
in Eleanor and Park? Use specific characters
and textual evidence to back up your answer.
Teacher calls on students to talk and facilitates
the discussion by eliminating side discussions,
adding to what students say. After about 5
minutes, teacher will ask the next question,
Lets talk about Eleanors mothers relationship
with Richie. Who has the power in the
relationship? What does their relationship seem
to communicate about men and women?
Teacher will facilitate the discussion as before.
After that discussion has come to somewhat of
an end, if there is still time, teacher may ask
students to share their personal responses to the
novel.

Summary/Closure:
When the discussion is over, students will be asked to move their chairs back into the rows they
were originally in.

Assessment:
Formal assessment: None.
Informal assessment: Teacher should look for correct use of the feminist lens and evident
understanding of the text in student responses in the class discussion.
Homework/follow-up assignment:
None.
Accommodations/adaptations:
Gifted student: Student may expound on her discussion answers in written form if she wishes to.
Student with ADHD: Student may be seated in a way eliminating distractions.
Student with ADHD and Anxiety: Student may turn in answers in written form, rather than
participating in discussion verbally.
LEP Students: Students may have extra time and turn in written answers to discussion questions
if they choose.
Attachments/Appendices:
None.
Plan B:
If the students use more than the allotted 12 minutes to answer the first two questions, the third
question (reader response) may be forgone