Cristina Almeida

10-31-17
Lesson Plan: Inquiry
EDHM 414-001

Introduction:
Text:
 "Marge Piercy." Contemporary Poets, Gale, 2001. Biography in Context.
 Perrin, Robert. "`Barbie Doll' and `G.I. Joe': Exploring Issues of Gender." English
Journal, vol. 88, no. 3, Jan. 1999, p. 83.
 The House on Mango Street by Sandra Cisneros
Understanding / Essential question:
Students will learn how writers use different elements of style together to convey a
message or idea by researching the writing style of a poet of their own choice.
 How can different elements of style be implemented in a written work?
 For what purpose(s) might a writer use different elements of style?
Rationale:
Urban Classroom
Grade: 9
Day 1: In this lesson, students will read and analyze two scholarly articles that talk about
Marge Piercy’s writing style. Prior to this inquiry assignment, students would mostly
focus on one element of style in a particular work. The House of Mango Street was the
only work of literature where students examined how these elements can be used
together. This assignment will allow students to see more examples of how these
elements work together to create a message or idea. Through this lesson students will also
understand the kinds of questions that they should be asking themselves during this
assignment.
Day 2: In this lesson, students will determine the credibility of their own source and the
source of another student. This practice will help students find credible articles as they
begin their research. Students will also learn how to properly site their sources as well.
Day 3: In this lesson, students will present their research to the class. Students will learn
from each other how a variety of poets use different writing styles to convey a message or
idea. The notes they take during their classmates’ presentations will serve as a reference
when determining what style they plan on using for their own work at the end of the unit.

By understanding how the different elements of styles can be used together to convey a
message or idea, students will be able to use them to illustrate their chosen character’s
motives, thoughts, and actions from The House of Mango Street in their own vignette at
the end of the unit. Students will learn how the elements of style can be manipulated to
suit a specific audience and purpose. Students will also learn how to identify the
influence a writing style has on a work of literature. Students will learn the skills
involved in note-taking, formal and informal writing, textual analysis, research, reading
comprehension, presentations, and class/group discussions.
 In order to help ELL students, this lesson involves:
 low stakes writing assignments were spelling and grammar are not graded.
 a guided note sheet to ensure students are listening carefully and not rushing to
record important notes.
 class discussions, group activities, and presentations that give students the chance
to learn from their peers.
 using Google Docs to complete in-class assignments.
 using the Book Creator app for informal presentations.
 vocabulary lists for articles with complex language.
Mass. Frameworks:
 RL.9.1 Cite strong and thorough textual evidence to support analysis of what a text
states explicitly as well as inferences drawn from the text.
 RL.9.7 Analyze a critical response to a work or body of literature (e.g., author
documentary, book review); provide a summary of the argument presented and
evaluate the strength of the evidence supporting it.
 W.9.2 Write informative/explanatory texts (e.g., essays, oral reports, biographical
feature articles) to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of
content.
 SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
 SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, vocabulary, substance, and style are appropriate to purpose, audience,
and task.
Procedure:
Day 1 (60 minutes)

Last class, the teacher introduced a short, informal research project to students. The assignment
sheet would have contained the following information:
Now that you have a better understanding of each of the elements of style, in groups of
five, you will be researching how a poet of your choice uses a combination of these
elements in their work.
1. Choose a poet whose writing style you admire. You may choose any of the poets
we’ve discussed in class except Marge Piercy. We will be looking closely at Marge
Piercy’s work in upcoming classes in order for you to better understand this
assignment. I’ve provided a list of poets below you may choose to learn more about.
Your choice is not limited to the poets on this list; however, please let me know what
poet you do chose if you chose a poet not on the class list.
  Emily Dickinson
 Walt Whitman
 Robert Frost
 Maya Angelou
 Langston Hughes
 Gwendolyn Brooks
 Tino Villanueva
 Theodore Roethke
 Edgar Allan Poe
 Elizabeth Bishop
 Ralph Waldo Emerson
 Lucille Clifton
 Amiri Baraka
2. Choose a poem from this poet that demonstrates their writing style. Do not choose a
poem that we have already gone over in class.
3. Research the poet and the poem. Find a one short biography or interview on the
poet and one form of literary criticism on the poem that both talk about the writer’s
style of writing.
4. Bring in one of your sources to class. Within the next couple of classes, we will
discuss what sort of sources you should be looking for and how to tell if a source is
reliable. In a group activity, we will discuss whether or not one of the sources you’ve
chosen is a reliable one.
5. Present your findings to the class. In your informal presentation, be sure to:
 Read your poem to the class.
 Share your personal interpretations of the poem.
 Summarize the information about your chosen poet’s writing style from your
biography/interview and literary criticism.
 Compare and contrast Sandra Cisneros’ writing style in The House on Mango
Street with the writing style of your chosen poet.
 Share your opinions of these sources based on your interpretations of the
poem.
You presentation should be about six slides long. Use direct quotes from your sources
when sharing your opinions. Use Google Slides to complete your assignment.
Everyone should speak at least once. If you are uncomfortable with presenting in
front of the class, please meet with me to discuss alternative presentation options such
as a video. You will be graded on whether or not you address all this information in
your presentation.
6. Write a paragraph (5-7 sentences) that summarizes the points your group made
during your presentation. Each group member must write their own summary. This
 paper is due the day after your presentation. Spelling and grammar will not be graded.
This portion of the assignment will be graded on completeness.

(20 minutes)
(Google Docs Worksheet)
For homework, you had to read and take notes on a short biography about Marge
Piercy ("Marge Piercy." Contemporary Poets, Gale, 2001. Biography in Context.).
Use your notes to answer the following questions on the reading:

 Describe the type of imagery Piercy uses in her poetry.

Piercy uses “rich,” emotionally charged, and “complex” imagery.
 Describe the type of diction Piercy uses in her poetry.
Piercy uses words that are “accessible and meaningful.”
 Describe the typical structure of Piercy’s poetry.
Piercy uses a mix of long and short lines. Her poems often use iambic
tetrameter or pentameter. The arrangement of sounds and silences in her
poetry is intended to mimic American speech patterns.
 Describe the typical tone of Piercy’s poetry.
Piercy’s poetry often has an “informal” and “personal” tone.
 What topics/issues does Piercy focus on in her works?
Piercy focuses on “civil rights, peace, and women’s movements.” Other
themes found in her poetry include nature, love, family, myths, lust, and
personal commitment.
 For what purposes does Piercy write in this specific style?
Piercy attempts to “give voice to…the experience[s]” of “many lives as well
as [her] own.” Piercy believes poems should “speak to and for” people.
The teacher will go over the answers with students as a class. The teacher will explain that these
are the types of questions they should be asking themselves as they perform research on their
chosen poets.

(30 minutes)
(Google Docs Worksheet)
Read the article “‘Barbie Doll’ and ‘G.I. Joe’: Exploring Issues of Gender” by Robert
Perrin. As you annotate and take notes on the article, pay attention to how the author
describes Piercy’s writing style in the poem “Barbie Doll.” For ideas on what to take
notes on, refer back to the questions we just went over as a class.
Once you’ve finished, get into groups of four and discuss Perrin’s interpretation of the
reading. What do you agree with and disagree with? Compare Perrin’s interpretation with
the biography you read for homework. Each group will be assigned to look at what Perrin
has to say about one element of Piercy’s writing style in this poem. These elements
include:
*I’ve included some quotes from this literary criticism as an example of what I think
students might refer to when focusing on a specific element of style for the purposes of
this lesson plan.
 Diction
o By examining the language throughout the poem… discover the
insensitivity and ultimate cruelty of a society that encourages patterned
behaviors, that fails to recognize the innate values people possess, that
creates artificial demands, and that perpetuates unhealthy expectations.
o The third stanza-moving into an unidentified period of adolescence and,
perhaps, young adulthood is replete with loaded language. The girl-child,
now referred to simply as She, is "advised to play coy, / exhorted to come
on hearty, / exercise, diet, smile and wheedle" (12-14).
o The poem's language is rich, ironic, and powerful. The opening stanza
describes the first, formative decade of a "girl-child." Students note that
she is "presented with dolls that did pee-pee" (2), recognizing the
ceremonial formality of presented, juxtaposed with the euphemistic word
pee-pee…
o … she receives "miniature GE stoves and irons," as well as "wee lipsticks"
(3-4), and extend the discussion by describing other stereotypical "girl
toys." These developing, dominant images-made evident through
diminutive language--can be stressed by providing substitutions for key
words ("dolls that wet," "small stoves and irons," or "little lipsticks") and
then asking students how the alternative words change the meaning of the
poem.
 Imagery
o In the last four lines of the third stanza, students learn that the girl's "good
nature wore out / like a fan belt" (15-16). The stark, mechanical image sets
up a gruesome action in the last two lines of the stanza: the girl
ceremonially "cut[s] off her nose and legs / and [offers] them up" (17-18).
o The closing stanza presents an artificially serene view of the girl -prepared
by the undertaker with makeup, reconstructed nose, and a "pink and white
nightie" (22).
o This powerfully, horrifically, stereotypically presented image is made
even more disturbing by this observation: "Doesn't she look pretty?
everyone said" (23).
o … the words coy, exhorted, hearty, and wheedle … create a powerful
vision of the way people exert their influence on impressionable young
women, as well as undermine young women who, at heart, want to resist
the influences of the dominant culture.
 Tone
 o However, those aggressively positive characteristics are balanced by a
grim yet simple line: "She went to and fro apologizing" (10).
 Structure
o …the sadly rhythmic emphasis that "to and fro" provides, nor do they miss
or misunderstand the depressing cycle that is described in these words.
o The second stanza provides contrast that students usually notice. The girl
in her early teen-age years is described in robust terms: "She was healthy,
tested intelligent, / possessed strong arms and back" (7-8). These positive
descriptions, especially "strong arms and back," counter many of the
limiting descriptions of girls, providing part of the countermovement of
this poem.
 Voice
o "So, what would this poem be like and what would it say about our society
if it were called 'G.I. Joe'?"
Be prepared to share your group’s findings, opinions, and comparison with the class. Use
the Book Creator app to organize your ideas and evidence from Perrin’s article, the
biography, and Piercy’s poem. Use this sheet to take notes on the others students’
presentations.
Once students have presented their work, the teacher will summarize all the points made. The
teacher will explain that this is the type of analysis and questioning students should be doing as
they research their chosen poet.

(10 minutes)

The teacher will take some time to show students where they can search for articles for their
homework assignment.

You can find the credible articles that you need by using Google Scholar
(https://scholar.google.com/schhp?hl=en&as_sdt=0,22) or the Massachusetts Library
System (https://mblc.state.ma.us/resource-sharing/databases/index.php).

I was able to find Robert Perrin’s article by using the search terms, “barbie doll marge
piercy analysis.” As you can see, Perrin’s article is the third result.

I was able to find the biography on Marge Piercy we went over at the start of class by
typing in my local library and by clicking the link to the “Biography in Context”
database. After putting Marge Piercy’s name in the search box, the biography comes up
as the second result.
 Homework: After choosing a poet whose writing style you’d like to find out more about
through research and choosing one of their poems to focus, your group should find one
source that you would use for the presentation. Next class we will be discussing source
credibility using the sources you’ve brought in as examples. Everyone in each group
should come in with their own copy of each source.

Day 2
(20 minutes)
As students enter the classroom, they will write their answers to the following prompt:
(Google Docs Worksheet)
Make a list of the ways you can tell whether or not a website is credible.
Students will share their answers in a class discussion. Students will jot down the following notes
during this class discussion:
(Google Docs Worksheet)
*The underlined words and phrases will be left blank for students to fill in.
 Who is the author? Credible sources are written by authors respected in their fields of
study. Responsible, credible authors will cite their sources so that you can check the
accuracy of and support for what they've written. (This is also a good way to find more
sources for your own research.)
 How recent is the source? The choice to seek recent sources depends on your topic.
While sources on the American Civil War may be decades old and still contain accurate
information, sources on information technologies, or other areas that are experiencing
rapid changes, need to be much more current.
 What is the author's purpose? When deciding which sources to use, you should take
the purpose or point of view of the author into consideration. Is the author presenting a
neutral, objective view of a topic? Or is the author advocating one specific view of a
topic? Who is funding the research or writing of this source? A source written from a
particular point of view may be credible; however, you need to be careful that your
sources don't limit your coverage of a topic to one side of a debate.
 What type of sources does your audience value? If you are writing for a professional
or academic audience, they may value peer-reviewed journals as the most credible
sources of information. If you are writing for a group of residents in your hometown, they
might be more comfortable with mainstream sources, such as Time or Newsweek. A
younger audience may be more accepting of information found on the Internet than an
older audience might be.
 Be especially careful when evaluating Internet sources! Never use Web sites where an
author cannot be determined, unless the site is associated with a reputable institution such
as a respected university, a credible media outlet, government program or department, or
well-known non-governmental organizations. Beware of using sites like Wikipedia,
which are collaboratively developed by users. Because anyone can add or change content,
 the validity of information on such sites may not meet the standards for academic
research.
(Stolley, Karl, and Stacy Weida. “Using Research and Evidence.” Purdue OWL. Purdue
U Writing Lab, 11 Mar. 2013.)

(20 minutes)
(Google Docs Worksheet)
Examine the source you’ve brought in for homework. Determine if the source is credible
using the list we’ve just come up with. Write 2-3 sentences below explaining your
reasoning.

After you’ve reviewed your own source, pair up with another student from a different
group and share your sources with each other. Determine whether or not your partners
source is credible based on the list we went over as a class. Write 2-3 sentences below
explaining your reasoning. Explain to your partner why you do or do not believe their
source is credible.

Students will come together to discuss what they’ve learned after looking at their classmates
sources and how they will used what they’ve learned to help them complete this assignment. The
teacher will summarize all these points.

(20 minutes)
The teacher will go over how to properly cite their sources using MLA format. The teacher will
use the students’ articles and the Marge Piercy articles they read during the previous class as
examples. Students will fill in the blanks for the following information:
(Google Docs Worksheet)
When deciding how to cite your source, start by consulting the list of core elements. In
your citation, the elements should be listed in the following order:
1. Author.
2. Title of source.
3. Title of container,
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
9. Location.
Each element should be followed by the punctuation mark shown here.
1. Author
Begin the entry with the author’s last name, followed by a comma and the rest of the
name, as presented in the work. End this element with a period.
2. Title of source
 The title of the source should follow the author’s name. Depending upon the type of
source, it should be listed in italics or quotation mark
3. Title of container
Containers are the larger wholes in which the source is located. If you want to cite a
poem that is listed in a collection of poems, the individual poem is the source, while the
larger collection is the container. The title of the container is usually italicized and
followed by a comma, since the information that follows next describes the container.
4. Other contributors
In addition to the author, there may be other contributors to the source who should be
credited, such as editors, illustrators, translators, etc. If their contributions are relevant to
your research, or necessary to identify the source, include their names in your
documentation.
5. Version
If a source is listed as an edition or version of a work, include it in your citation.
6. Number
If a source is part of a numbered sequence, such as a multi-volume book, or journal with
both volume and issue numbers, those numbers must be listed in your citation.
7. Publisher
The publisher produces or distributes the source to the public. If there is more than one
publisher, and they are all are relevant to your research, list them in your citation,
separated by a forward slash (/).
8. Publication date
The same source may have been published on more than one date, such as an online
version of an original source. When the source has more than one date, it is sufficient to
use the date that is most relevant to your use of it.
9. Location
You should be as specific as possible in identifying a work’s location.
An essay in a book, or an article in journal should include page numbers.
The location of an online work should include a URL.
Creating in-text citations using the eighth edition
The in-text citation is a brief reference within your text that indicates the source you
consulted. It should properly attribute any ideas, paraphrases, or direct quotations to your
source, and should direct readers to the entry in the list of works cited. For the most part,
an in-text citation is the author’s name and page number (or just the page number, if the
author is named in the sentence) in parentheses.

(Russell, Tony, et al. "MLA Formatting and Style Guide." The Purdue OWL. Purdue U Writing
Lab, 2 Aug. 2016.)

You can find more information on how to cite your sources from:
https://owl.english.purdue.edu/owl/resource/747/01/

Homework: Continue working on your presentations.

Day 3
(60 minutes)
Students will present their work to the class.
(Google Docs Worksheet)
As your fellow classmates are presenting their work, write down bullet points on the
following information from each group’s presentation. This form will be graded on
completion.
Poet:
Poem:
Personal Interpretation:
Biography/Interview:
Literary Criticism:
Similarities and Differences to The House on Mango Street:
Opinions:
The teacher will summarize the points brought up in each group’s project. The teacher will
explain how the forms they’ve just completed will be useful references when they are deciding
on what style to use for their vignette.
Homework: Complete your presentation summary by next class. See your assignment
sheet for details.
Assessments:
 Day 1
o Notes
o Reading comprehension questions
o Informal presentation
 Day 2
o Notes
o Determine the credibility of your own source and your partner’s source.
 Day 3
o Presentation
o Notes on classmates’ presentations
Accommodations:
 Students can complete these in-class writing assignments using Google Docs in order to
assist students who may have difficulties with spelling or writing by hand.
 Grammar and spelling will not be counted with these writing exercises.
 If students are uncomfortable presenting their work to the class in person, students may
choose to present their work through a video.
 The following is a list of words and definitions that go along with the Marge Piercy
readings for Day 1:
o “Barbie Doll” and “G.I. Joe”: Exploring Issues of Gender
 Negate - to cause (something) to not be effective.
 Juxtaposed - to place (different things) together in order to create an
interesting effect or to show how they are the same or different.
 Implicit - understood though not clearly or directly stated.
 Bane - a cause of trouble, annoyance, or unhappiness.
  Obliged - very grateful.
 Pedagogy - the art, science, or profession of teaching.
 Illuminating - to make (something) clear and easier to understand.
 Ironic - using words that mean the opposite of what you really think
especially in order to be funny.
 Stark - very obvious : very plain and easily seen
 Innate - existing as part of the basic nature of something.
 Formative - helping to develop something.
 Euphemistic - a mild or pleasant word or phrase that is used instead of one
that is unpleasant or offensive.
 Diminutive - very small.
 Robust - strong and healthy.
 Replete - having much or plenty of something.
 Undermine - to make (someone or something) weaker or less effective
usually in a secret or gradual way.
 Implication - a possible future effect or result.
 Foisted - to force someone to accept.
 Albeit – even though.
 Perpetuates - to cause to continue
o Marge Piercy - Contemporary Poets
 Reverence - honor or respect that is felt for or shown to (someone or
something).
 Irrepressible - impossible to hold back.
 Mundane - dull and ordinary.
 Homilies - a usually short talk on a religious or moral topic.
 Reconciles - to find a way of making (two different ideas, facts, etc.) exist
or be true at the same time.
 Fruition - the state of being real or complete.
 Prolific - producing a large amount of something.
 Didactic - designed or intended to teach people something.
 Constituency - a group of people who support or who are likely to support
a politician or political party.
 Utterance - something that a person says.
 Cadenced - a regular beat or rhythm.
 Prosody - the rhythm and pattern of sounds of poetry and language.
 Notation - a system of marks, signs, figures, or characters that is used to
represent information.
 Coherent - logical and well-organized: easy to understand.
(learnersdictionary.com. Merriam-Webster, Incorporated. 2017. Web.)
 In-class presentations will involve the use of the app, Book Creator, which is useful for
translations and word pronunciation.
Commentary:
The goal of this lesson is for students to learn how the different elements of style can be used
together to convey a message or idea. By having students analyze how various poets use these
elements in different ways in their works, students can better understand how they might use
them for their final assignment for the unit. Students should use their notes from these lessons as
an inspiration for developing their own style of writing. This lesson is designed to give students
the knowledge they need to develop a style that is suited for a specific purpose. In the case of this
unit, the purpose is to write a vignette that accurately depicts the motives, thoughts, and actions
of a character from The House on Mango Street.