Teaching Discussion Post #1 "Girl" and "7th Grade"

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Teaching Discussion Post #1 "Girl" and "7th Grade"

1/27/2020

For complete details on what to do in this space and how you will be evaluated, please see the complete details for this assignment located on Teaching Discussion page for our class (link is live).

In Brief: Post your initial response, about 300 words. Post a response to your colleagues, 100-200 words. No worries about respondents this week. I will serve as respondent and model what I'm looking for.

THIS WEEK’S SCENARIO: The two short stories included in this weeks reading come from a list of short-stories for middle-schoolers. I have used these two stories with rising 8th and 9th graders.

You are teaching a class of 30 8th graders at Whitman Middle School. Here is a class picture. The class you are teaching is majority white. There are two students who identify as African-American. Just over ½ of the class are young women. None of the students are first generation American, but a few students have grandparents who immigrated, mostly from Ireland. More likely, the majority of students have great-grandparents or great-great grandparents that came from to the US during the great migration in the late 1800s—Italy and Ireland mainly. Your classroom is well-equipped. Students have ipads for use in the classroom and all of the students have internet access at home as well as at school. You maintain a teaching website where parents can check assignments. The parents at Whitman are, more or less, invested in their children’s education and pay attention to what is going on in the classroom. You have 7 students on IEPs ranging from high-functioning spectrum to ADHD mix. Two student are on IEP for cognitive processing problems.

36 Comments

Savannah Resendes

1/29/2020 01:28:47 pm

As a teacher to 8th graders, in order to teach the short stories “Girl” by Jamaica Kincaid and “7th Grade” by Gary Souto. I would first have the children read each piece as a whole. Then I would place the students into small groups and have them make a list of rules that society places on women and men in similar situations in modern society. Whether it be acting a certain way, dressing a certain way, jobs they can/can’t have, etc. Then have a group discussion on the findings. I would try to emphasize that these people are not being their authentic selves and in today's world, people are more accepting of those who are true to themselves rather than being “fake”. I would then send the students home and their assignment would be to talk to their grandparents/ parents about how society wanted men and women to act in their times when they were around the same age as the current 8th grade students. The next day we would compare their findings and find any similarities or disparities they find based on ethnicity, how they were raised, where they grew up, etc. I am slightly worried about how I would accommodate the student who many have trouble focusing for a while on one subject, such as the students with ADHD and the students on an IEP. I would be excited to see what the students come up with as the societal gender norms and how their grandparents and parents respond to the survey by their children. These short stories are very interesting on their own, but bringing it into a relatable context, such as interviewing their parents and grandparents brings a personal feeling to the assignment. I would love to see this lesson plan be put into action and seeing the results.

Jailyn Tavares

1/29/2020 05:53:17 pm

Hi Savannah! I really think using a lesson that connects the two short stories is great. In contrast, I looked at them and made lessons individually and your comparison made me think of something I never thought of. I also have a similar teaching lesson where my students would consider to place of women in society and compare it to how women are placed in society today and what has changed. I love the idea of them interacting with their grandparents and parents, it gives students the opportunity to learn more about how their elders and parents grew up differently from them. Great job!

Gabby Sleepr

2/1/2020 07:26:32 am

Hi Savannah,
I love how you would encourage students to get their family members involved in the assignments. It’s such a privilege when you have parents/grandparents who have the time to be invested and active in their children’s education and taking advantage of that is a wonderful idea. Additionally, I think it would be fascinating to see how stereotypes differ over time and location. If you’re focusing the lesson on ways that stereotypes can differ across different groups of people, I think it would be beneficial for you to also talk to your students about the authors’ backgrounds as well. Explain to the students how Kincaid was born in Antigua and how Soto is Mexican-American, and start a conversation on how the stereotypes and pressures that affected them are similar to and different from those that the students (and their family members) face.

Jailyn Tavares

1/29/2020 06:08:02 pm

If I were teaching these two short stories to a group of 8th graders, in “Girl” I would discuss with them what they believe some of the stereotypical roles of women in society, many generations ago, were. I would then ask students if they do or do not see a difference in the list of responsibilities women have in the short story in today’s world and why in a written response. It is important to see through the eyes of a different and younger generation on whether or not this is something that has changed or stayed the same overtime and whether they agree with it or not. Being that majority of the class is young women, this is something they may have a personal connection or opinion on since it is associated with their gender. Most of the class also has great or great-great grandparents who lived in these times where it was expected of women to follow these stereotypical rules of society. In regard to teaching “7th grade”, I would discuss the theme of taking risks in order to reach a goal. I would have the students work in small groups and discuss what Victor did to work towards his goal of learning French and trying to work towards building a relationship with his crush, Teresa. After that, as a group, I would have them create a short 2-3 paragraph continuation of the short story by forwarding 10 years into Victor’s life and writing about where he is at now, assuming that he has followed through with being proactive about taking risks to achieve his goals. Both of these lessons would make me excited to see how these young adults, who are our world’s future, view society and will also let me see their imaginative writing take off.

Colby Nilsen

2/1/2020 06:44:40 pm

Yes, i believe it is important to let students know that while the idea of women's oppression seems over, it is most certainly not. Seeing the actions of older generations and comparing them to the societal conditions of today is important, for it shows humanities progression toward equity. It is quite shocking that only a generation or two ago, women were expected to only do certain things and were not allowed to really be in the workforce or partake in a labor they enjoyed. It is even more sad to think about some cultures today and the extreme oppression put upon women. I enjoyed your idea about a short story about Victor's life in the future. Does he still have this internalized racial and cultural preferences? What happened with Teresa after he pretended to be something he is not? All great follow up questions that make students think about the ramifications of such a mindset.

Savannah Resendes

2/2/2020 08:24:54 am

Hi Jailyn!

I really enjoyed your lesson for these 8th graders on "Girl". It is important for these students to understand that society has imposed gender rules on women in the past that can seem as an injustice in today's society and have them recognize that times are different. I also liked how you included a critical thinking piece with the discussion about whether times have really changed for women with the gender norms in modern society. I would find it very interesting to hear what the students would say. I also really liked your lesson on "7th grade" and talking about goals and achieving them. It is important to have this discussion with 8th graders about setting goals and what they can do to be proactive and take steps towards successfully reaching goals, using Victor as an example. I also liked how you separated these two stories. I decided to teach them together, but I like your approach because it emphasizes different aspects of each story.

Great Job!

Gabby Sleeper

1/30/2020 07:54:05 am

To start the lesson off, I would have students write some of the standards that they feel society imposes on them, or a time where they felt pressured to be something else. For “Girl” by Jamaica Kincaid, I would read the piece aloud so that they could hear the demanding tone of it, before handing out copies and instructing students to break the text up into sections so that it is easier to understand. Then, I would put students into groups to list the different demands that are made on the narrator, to be handed in. Then, as a class, we will brainstorm different ways that society pressures boys and girls. A final assignment would include students rewriting the piece with the same style but putting what they feel pressured to do.
For “7th Grade” by Gary Soto, I would have students write about one goal (social, educational, or otherwise) that they set out to accomplish when they were in seventh grade. Students would read the stories in pairs and identify the goals that Victor undertakes in the story. Do they think that Victor will succeed in his goals, and why? Additionally, I would have students use their ipads to look up where Fresno and Siberia are and any words that they do not know the definition of (specifically the Spanish words).
The goal of the opening questions is to prime the students to relate to these texts, regardless of whether the author comes from a different background than them. Additionally, I would try to utilize as much group work as possible to help keep on track those with ADHD, with the thought process that actually talking through ideas with others would be more engaging than independent work. Additionally, breaking “Girl” into sections would hopefully help those with cognitive issues (in addition to everyone else) more easily digest the block of text.

Ethan Child

2/2/2020 07:40:06 am

Gabby,
I think your approach to teaching these texts is effective because it focuses on how the students in your class might be able to relate to these texts, and young people, like all people, enjoy reading literature that they can relate to or identify with. That being said, I also think that it is valuable for students to interact with texts that they might not as easily connect with or relate to. It is important that young people explore and learn about the experiences of people who are different from them. The lesson you propose addresses this need by having students look up where Fresno and Siberia are. This background information will help students to keep in mind that the experiences depicted in these stories might be unfamiliar to them. I think it is important in the classroom to keep this balance between personal connection and exploration of unfamiliar experiences. This encourages empathy among young people.

Lauren Melchionda

1/30/2020 08:45:59 am

If I were to teach a group of 8th graders the short story “Girl” I would first ask them their background knowledge on stereotypes that they see in our society towards women. I would ask them how those stereotypes have changed over the years as well. For girls, especially at the young age in 8th grade, they are still trying to find out who they are and what they mean in society so it is important to approach this short story in an appropriate way that shows these girls that they should be who they are and not what society wants them to be. Since most of this class is girls, it would be a great message to send their way because 8th grade is definitely a tough year for everyone who struggles with many changes going on. They could also relate in some ways to this short story, which would be encouraging for them to share something similar with the girl in the story, making them not feel different or left out. When approaching “7th Grade”, I would first ask the students a few background questions, like if they have ever read a magazine article with advice and if they have ever taken that advice. I would see what their thoughts and opinions were on having a magazine article tell you how to act in the real world or around your peers. With this specific short story, after reading it through, I would ask the students to get into small groups and discuss the story and write down ideas or bullet points on why taking this advice is a good idea in the long run of Victor’s life and also why it is a bad idea that he keeps using the advice from the magazine to make his decisions. This could be this particular group of student’s first introduction to the real world on our society’s views, based on the expectations that are delivered in the short stories. Hopefully, this will be the first eye opening experience on just being yourself and how that is enough to get anyone’s attention.

Gabrielle Boutin

2/1/2020 09:25:50 am

Hi Lauren! I really like how you addressed the topic of stereotypes of women in society. I did not look at it through that lens so it is really interesting to see your point of view. I think 8th grade is such a crucial time in a child's life as far as helping them grow into the young adult they are meant to be. So establishing the idea that being yourself is the best way to go is so important. I think that message is strung throughout both stories. I also like how you pointed out how society has a way of shaping people so it is important to stay true to yourself. Overall, I really like how you looked at both of these stories. It was very different from my own approach, but after reading this, I would make some changes to my own lesson plan!

Olivia Leonard

2/2/2020 08:22:18 am

Hi Lauren! I too think it was a really great approach to discuss stereotypes and how things have changed over the years. Like you mentioned, it is important to discuss with them that they should not feel like they have to fit societies image of young girls/women. As they get ready to enter high school it is crucial that they are as comfortable in their own skin as possible and that they don't feel they need to be someone else in order to be accepted.

Maddie Butkus

1/30/2020 06:58:56 pm

In regards to teaching the short stories, "Girl" by Jamaica Kincaid and "Seventh Grade" by Gary Soto, to this specific group of eighth grade students, I am both excited and nervous for the challenge. I would start off by having my students read each story on their iPads using the Notability app. This app will allow each student to highlight and write down notes on the pdf versions of these stories. For my students with IEPs, I am hoping that by reading these stories on a tablet that allows them to use different colors to highlight and write, it will ultimately keep them interested and focused on the readings. Once this has been completed, I would break down each story with my students, starting with a group activity that would then lead into a class discussion. For the group activity, I would have students break off into well-diversified groups where they would all come up with, and each write down, a list of emotions felt by Victor in "Seventh Grade" and a girl their age being told the requirements of a woman in "Girl". Next, I will have my students engage in a classroom discussion where one person I select from the group will say the emotions they came up with as I write a conjoined classroom list on the board. Students will add the emotions they originally did not list to their notes. Once these are all written on the board, I will talk to my students about the similarities and differences of how these characters felt compared to how they would feel in the stories situations. We will also discuss how important emotions influencing thought-processes, specifically in adolescents their age, can truly be. For homework that night, I would have students pick an emotion they wrote down in their list and type up a short story (1-2 pages) based around that emotion for their age. For example, if they chose embarrassed, they could write a short story about a 13 year old boy named Sean who burped when going to sing the national anthem at the Super Bowl. The point of the assignment would to be as creative as possible while seeing how important emotions are within adolescents. It will also show them how emotions can really bring a story alive. Parents would be able to see this assignment on the class website and read the stories their children came up with while sharing their own insight. The following class, we would share our stories and what we learned by doing this assignment.

Shaun Ramsay

1/31/2020 08:19:17 am

I would have the student’s read these two short stories, not on their ipads but on printed paper. The reason I would do this, is because the distractions offered by an ipad are much more abundant than the distractions one might find with the paper, and may be extra problematic the child is already susceptible to distractions like those with ADHD (I know personally, that this can be distracting). I would have the students take time reading the stories and then coming up with ideas how they would or would not have done things differently as either Victor or the girl in “Girl.” I would want them to work through how their actions may affect how the story would play out, how the mother would react in “Girl” and how other characters may react in “Seventh Grade.” This would allow the students to get creative and explore these problems the characters are facing in a safe, and controlled environment. We could talk about the pitfalls Victor and others in this story have/will face when they pretend to be someone they are not. Think of Mr. Bueller running out of money at college when he pretended to be rich, how could Victor pretending to know French, or Michael scowling like a model in a GQ magazine work against them in the end? Do you think there is any way to get through to the narrator in “Girl,” what would be an okay way to let them know how you feel about the things they are saying to you? I think roleplaying is an important tool for teens, especially at this age, it allows them to take the time to think through their actions, and any repercussions they may face from it. In these scenarios, they are not personal, and less likely to be have decisions made hastily, as teens are likely to do when placed in these scenarios abruptly.

Gabrielle Boutin

2/1/2020 09:16:05 am

I think I would approach these stories differently. With "Girl" by Jamaica Kincaid, I would get the parents and grandparents involved in the discussion. I would ask them to read the story with their child/grandchild and then have their child take notes. I would help facilitate interview questions that the child can present to their parents that surround comparing the childhood of the narrator in "Girl" to the childhood of their parents. I would have the child focus on any similarities and differences between the two childhoods. Then when teaching "Seventh Grade" by Gary Soto, I would have my students read it independently and answer similar questions that they presented to their parents, but this time answer themselves. Maybe I would have them get into groups and answer them to facilitate more of a class discussion. My goal would to be able to have my students draw the conclusion that no matter your background, we all share similar experiences. Due to the classroom environment, there isn’t a large amount of diversity in the classroom so exposing the students to stories of children their age from different cultures can also support their understanding that no matter what culture we come from, we all feel things the same way. I think both of these stories could help start a discussion on the concept that no matter your background (the interview with the parents/grandparents would help support this idea), the feelings that get pulled from both short stories are timeless and universal.

Olivia Sweeney

2/1/2020 05:35:32 pm

I like how you approached both stories differently. It also is definitely beneficial for students to read these stories with their family members, as this allows them to include their family and think more in-depth about the topic with their family as well. I also think it is key when students read independently, then come to class and work in groups, and then to discuss as a whole class. It might also be helpful to incorporate the use of the iPads in class and at home, as some students work better with technology, and seems to be a core of today's society as a whole. I think this approach to teaching these two short stories would be extremely beneficial to all involved!

Olivia Sweeney

2/1/2020 10:46:38 am

If I were in this specific teaching scenario, and I had to teach my students “Girl” and “7th Grade,” I would simply start by having students do an independent reading of the two short stories for homework on their iPad’s. While they read it at home on their iPads they can use the app “Hypothesis,” in which they can easily annotate, highlight, and leave comments of parts they were confused about or they just simply related to, or even just simply liked. This way, they can do an initial read-through in which they form their own opinions and thoughts on the two selected works, and the next day in class, they can ask any questions they might have had. This allows for us as a class to break up into small groups of 3-4 students, and for them to read as a group and look over the comments they had while reading this, and breakdown what their other classmates annotated. Then, we will come together as a whole in one big group as a class, and I will project the annotation of the two short stories the class did on the board. This way, we can go over as a class together and review some of the main ideas/comments students had. The smaller groups allows students to possibly be introduced to a standpoint of the work that a peer had and they simply did not, and going over as a class can simply provide clarification for many students. Then for homework that night, I will give students a short journal prompt in which they will reflect on how they personally related to the texts, and also discuss the overall theme with their family members to see if they had any similar views on the texts. This allows students to do a reflection of what they read, while simultaneously trying to see how they could relate to the text, and also form a conversation with family members. Parents can also view the link to the short stories and journal prompt I assigned on the classroom’s website in case they wanted to review the texts as well. Having a diverse lesson plan in which students are constantly doing different learning styles such as independent work, to group work, class discussions and journal prompts whether the students realize it or not, they are all actively participating in several different cognitive thinking styles that are allowing them to learn more effectively.

Justin Carpender

2/1/2020 01:19:24 pm

Hey Olivia,

I did not know about the app “Hypothesis” before reading your post, I think that is a wonderful idea! The way the classroom setting is moving forward, integration of technology is incredibly important. I also feel like students will be more willing to annotate and leave comments if they can do it digitally versus handwritten. That is a great idea to keep technology relevant in the classroom. My issue would be in making the students have a conversation with family members that night about the readings for homework. My issue particularly comes from a conversation with “Girl.” It might be the case that for some of the girl students, even some of the boys, have a relationship with their parents similar to the story; that is, they students feel like their parents are imposing rule after rule onto them and being controlling of their life. In eight grade I was incredibly anxious and would not want to spark that conversation with my parents. If the parents choose to go onto the teaching website, read the stories for themselves, and then talk to the students that would be great! It would continue the dialogue at home, but I would not want to have the students feel like they have to talk to their parents about these topics at such a volatile age. Other than that, I like what you suggest to do in class with the students in class to expose them to different perspectives on the stories. I would also encourage you to share your perspective on the stories as they are more prone to listen to your interpretation and follow that at the end of class.

Thank you,
Justin Carpender

Shauna Ridley

2/1/2020 11:24:15 am

Before reading the article titled “Girl” I would have students come up with a list of stereotypical viewpoints of their own gender (male or female). After that, as a class we would read aloud the article and talk about what we think it means and how this correlates to the activity we completed before reading. It is important that we recognize the time period and perspective of the writer. Afterwards students will go back to their desks and in groups of two research on their ipads the gender roles of people in another country. What they will hopefully find is that there are different expectations all around the world and that gender cannot be classified under certain standards that must be obtained. Since standards are different across the globe students will be able to recognize that there is not one specific way to act as a male or female. Afterwards each group can make a presentation about the research they found on gender roles in their country. We can then discuss as a class our reactions and comments on findings. As for the article “7th Grade” there is a similar message of inspiration that students can learn about. With the central message being about the confidence to try new things and being okay with messing up, it is important to let students of this age know that especially in a learning environment. I might teach this text by having everyone write down a time they tried something new and how it ended up whether it was good or bad. I’m not sure if we’d share with the class or if it’d be too personal so maybe they would hand it in to me to comment on. Then we can read the story and show how it correlates to their stories. I’d be nervous about teaching this because gender can be a touchy subject for parents to approach and even for teachers because god forbid anything was said the wrong way. I’d be excited to teach these stories because I feel like I can give students a new perspective on subjects they haven’t thought all that much about. I also would hope that from this students will gain my trust knowing that I understand what they are experiencing and going through as adolescents.

Hannah Brodeur

2/1/2020 11:38:18 am

Hi Shauna! I really love your opener to the lesson for the class. I think this would be a great way to start an open conversation amongst the class regarding gender. It is especially an important item to discuss among middle schoolers. I also think that the intention of relating the stories to the students themselves will be very useful. I think they if you just ask the question broadly “Think of a time you tried something new and how you felt before and after” it might be easier for students. Therefore, students would feel more comfortable sharing as they wouldn’t have the “bad” component in their head. However, I also agree that parents could be tricky in this lesson. It might be difficult with “Girl” as there is some harsh language involved as well. However, classmates collaborating about the subject would really help students. Therefore, I think your idea of having a socrative discussion throughout is very useful.

Hannah Brodeur

2/1/2020 11:37:38 am

Both “Girl” and “Seventh Grade” are texts that should be read in classrooms. I would first begin my lesson by introducing an opener to the class. I would have students write down exactly what identity means to them. After giving students some time to answer the question I would ask for some to share their thoughts in which we as a class could see the similarity as well as differences between the answers. At this point I would split the class and have some read one text and the rest read the other. I would group the students with at least two partners. They all need to read over whichever text they have silently and after everyone in the group has finished, they would discuss and share their initial thoughts. Students should discuss elements of what stood out to them, what the overall tone was, what influenced the characters and etc. After students finish their small group discussions I would have them join others in groups that read the same text. I think ranging from small group work to larger group work would be extremely beneficial for students who are also on IEPs. I would arrange the groups so that way there would be a mix of all students. Therefore, some would not dictate the entire conversation but would still be able to lead the way if classmates got stuck. After students have compared answers with the larger group I would have them research items on their iPads. Depending on which story they received they need to research the culture implications involved in where these characters are living or where they want to live. Therefore, they could gain some different perspective. After students finish their research I would then ask them to read their story again now that they have more background on the characters. At the end of class, we would read both short stories together and have some participants from the groups share what they discussed. As a closer I would have students write down what similarities the characters from both short stories went through.

Shaun Ramsay

2/2/2020 07:27:50 am

Hi Hannah, your response to this prompt and others has been pretty enlightening to me. I have no real experience in pedagogy, but it's really interesting to see how people approach this scenario. I like your method of having the students work up from individual reading to large group work, I think it would be very engaging for the class. I think the prospect of having an "opener" and a "closer" to class is a pretty great idea, and having the students read through the story again with more background at the end will probably allow it to sink in more. Can't wait to read more of these responses, it helps me appreciate even more the work that teachers put into their classrooms.

Jess Rinker

2/1/2020 12:15:24 pm

I would begin by introducing the authors the students and providing them with some contexts. Some teachers prefer to leave out the author info since students can sometimes get the author and the narrator confused. While this is certainly valid, especially for middle school, I think it might help in this case because the class is predominantly white students born and raised in the U.S. I think it’s important for students to recognize and appreciate the cultural background of both stories.
I would ask students to follow along on their iPads as I read the stories aloud, modeling reading skills. I would ask students to highlight parts that stuck out to them as I read, encouraging them to follow along and giving them something to focus on as I read. After, students will then pair up in groups to break down the stories more. They would have enough time to reread the stories individually or together and support each other in reading comprehension. During this time, I would walk around and make myself available to help the students. Students would also discuss what they highlighted and why. After having time to discuss in groups, I would invite students to write one line (per group) that most stuck out to them and why on a sticky note and post it onto the whiteboard. This would allow some movement in the class. As a class, we would see if anyone was drawn to the same lines and why. I would ask guiding questions to help student think more deeply about the literary techniques used. On another day, I would also incorporate writing practice by giving the students a choice between either writing a letter to the author explaining what parts they related to and a question they have, or writing their own short story about a time they felt like they were pressured to be a certain way. This writing activity would make me most excited as the teacher because I love seeing student’s perspective.
My worry for the class would be how to best engage students and support students, especially students with different learning abilities. In real life, I would consult the accommodations on the IEPs. Strategies like peer support through group work or making myself available to help would be ways to support every learner.

Justin Carpender

2/1/2020 12:59:13 pm

Hello everyone!

For this particular group in teaching “Girl” by Jamaica Kincaid and “Seventh Grade” by Gary Soto, I would host a whole class discussion. Assuming that the students have already read both stories for homework the night before, we could dive right in when we get to class. So, here’s the assignment: I would have the entire class work in partners. Each group of two would be paired off boy and girl, but because there are more girls in the class than boys, there would be a couple groups of three that have two girls and one boy. For the first part of this assignment, I would ask the groups to consider a different short story named “Boy” that they are writing, written in a similar style to “Girl,” however, the twist would be that the boy in this story is about Victor in “Seventh Grade.” Essentially, I would have them create a list of rules that would be written for how boys should behave, focusing their list to be applied to Victor. The purpose of this assignment would be to see how the students would create a list similar to “Girl” and identify how that list compares. I would ask them to share out and create a compiled list on the board of all of their rules for Victor. Would that list be more or less strict than the one for the girl in Kincaid’s story? Why or why not? The purpose of this assignment would lead into a greater group discussion about gender and how girls are treated in middle school versus how boys are treated. I would hope for the students to be able to walk out of class more aware of the discrepancies in treatment between boys and girls and to be able to identify if they are treating each other differently based off of gender.

Thank you,
Justin Carpender

Colby Nilsen

2/1/2020 06:10:49 pm

When reading “Girl” by Jamaica Kincaid, I would introduce my students with a brief slideshow that highlights certain attributes a woman was expected to uphold in order to be accepted by mainstream society from the past. I believe video clips and pictures of housewives from the 1950’s would be appropriate. Hopefully, this will reinforce the understanding of misogyny that the story is trying to tell, and any students who did not understand that while reading it will clearly understand now. Since it is half females in the class, I would ask them to briefly write a time that they felt they needed to do something just because they were a female and answer a few comments they have. I would then have students write down how woman may still be oppressed today (even through seemingly small ways) and I would ask them if there is any relevance between the usage of “boring” actions (in the beginning of the story specifically) and the oppression of women throughout history. I would have students answer the question in 5 minutes of: Why is setting standards for woman doing certain activities considered oppressive? How far have we come as a society since the 1950’s. (I would allow IEP students 5 minutes as well and then if they do not finish they can take it home for homework).
Then, I would transition over to “Seventh Grade” by Gary Soto. I would then give about one minute to the boys to ask them
I would ask the boys to write about something that they felt like they needed to do just because they were a male. I would then have them compare their experiences to Victor and ask them if they had ever tried to do this to impress a girl. I would then have everyone either take out a piece of paper or use their ipad to answer the following question in remaining time in order to assess their knowledge certain parts of the text and standards they must meet.

1. “Seventh Grade” is a narrative. How is this form of writing different from a persuasive text?
(RL 3.1) (M-B)
For the IEP students, I would give them a more simple prompt from my learning standards if I felt necessary, and that would be: 2.) Read paragraph #18. The author says that Victor managed to “catch her eye.” What is the meaning of this idiom? (M-K) (RW 1.1)

The main goal is clearly gender roles and how our gender identity affects our interaction with others in society. A brief discussion including this information will be implemented at the first part of class.

For homework, I would ask them to briefly interview a woman over the age of 60 and ask them what life was like for women in either America, or the country that they grew up in. The multitude of answers from different cultures and backgrounds, and seeing how women’s experiences from the older generation compare to today will certainly shock many boys and even girls.

Samantha Colon

2/1/2020 09:01:44 pm

When teaching these two short stories, “Girl” by Jamaica Kincaid and “Seventh Grade” by Gary Soto I would teach these stories by having the students first read the stories on their own while they highlight and write notes about the emotions these characters may have or any comments that might come to mind as they read. Afterwards we would reread these pieces together as a class. I would have these stories printed out because using iPads and the tech provided by the school I feel would be too distracting to some students and the underlying points of the reading would be missed and overlooked. I have to admit I may feel a bit nervous at first teaching this class as it is a unique and big group and I want to make sure everyone is getting the attention they need while understanding the material. As class continues and we finish reading I will mix the students into random groups and have them discuss the emotions they noticed that might be relevant for Jamaicas piece and the emotions victor may have felt as well as talk about how actions play through each story. After spending time in groups we will gather together in a circle and discuss what was said in the groups and what students highlighted at the start of class. I prefer talking together in a circle because I feel this opens doors for a more comfortable setting and gets the discussion flowing better. Another thing I’m kind of worried about is how the discussion will go, if its mainly just going to be me talking or if students will actually contribute and connect with the material. To end class I will have the students write about gender stereotypes for homework and explain why the characters felt the way the did.

Samantha Colon

2/2/2020 05:30:45 am

Hi Shauna,

I thought you had a great opener for the class to do. It’s great for students to sort through ideas related to the text in order to make that connection with it and start a dialogue going forward. It is very beneficial to make the text relatable so the students can relate the story with their own and stay interested in reading it. However, I’m not quite sure if most parents would be on board due to some of the language so would probably be nervous too. I also thought it was useful and how you brought the research project into your lesson and having students search gender roles world wide adds more perspective into the class room.
(My phone wouldn’t let me comment directly under the post)

Caroline Keenan

2/2/2020 07:01:37 am

If I were to teach a group of 8th graders the short story “Girl” by Jamaica Kincaid I would first start off by having them look at the title and try to come up with ideas of what the short story could be about. Once done coming up with ideas I would have the students share some of theirs ideas out loud and then put them in groups based off of their similar predictions. Students would then read the short story and highlight key concepts and ideas. I would then have students create a graphic organizer with their group and talk about how society in this story classifies women and men. Individually I would then have students research some more common stereotypes between women in men throughout the years and write about if they have ever seen someone or been classified by these stereotypes themselves. For “7th grade” by Gary Soto I would have students warm up by brainstorming ideas on how and who you can receive great advice from. I would have students share their ideas with one another and then read “7th grade” individually. They would soon find out that the main character Victor was taking a couple of risks in his life and trusting the advice from a magazine. I would have students write their own story after reading talking about a risk they have taken or will take and how they sought for advice or would ask for advice from others. For the students with ADHDS and IEPS i would alter some of the writing assignments to them if need be but other than that I would have them work with their peers and let them know that if they need help or are feeling confused I would help them.

Nicole Costa

2/2/2020 08:41:51 am

Hi Caroline,
I think your brainstorming idea before reading the texts is great! I think its important to include an activity before diving into the texts to get students thinking about broader topics. Also, I love how you included students sharing an experience where they received advice from someone. Here, you create that personal and relatable connection between the student and the text, which we have learned is important in teaching young adult students. In my imaginary classroom, I tried to create an exercise where students do this as well. You bring up a good point about how Victor takes advice from a magazine, as well as Michael and his scowl. I would if we compared the "sources" of advice in 7th grade (Michael and the magazine) to the "source" in Girl (the mother) if the students felt more influenced by one or the other?

Ethan Child

2/2/2020 07:07:13 am

In order to introduce these texts in an 8th grade classroom, I would first ask students to what extent they feel cultural or social contexts affect their self-perceptions. I think this is a good way to get students to start thinking about how an individual’s personal identity might relate to a larger population that they belong to. As both of these authors are of marginalized ethnicities, I think it would be particularly valuable for this majority-white class to consider how different cultures foster different mentalities among different populations. As a teacher, I would call attention to both Soto’s and Kincaid’s cultural backgrounds prior to reading in order to invite students to consider how these backgrounds might affect the views and experiences that the authors depict in their respective stories. Additionally, I would encourage students to consider how gender roles come into play in each of these stories. While both Victor in “Seventh Grade” and the speaker in “Girl” grapple with the expectations placed on them within their respective societies, whether at school or at home, these expectations are different for young men and young women. This would require students to make inferences about “Seventh Grade” which is not as explicitly about societal expectations. My concern about teaching this lesson would be that, by placing the story in this cultural context, I, as a teacher, would be taking away students’ opportunity to arrive at these conclusions on their own. I question if there might be more natural ways to guide students toward questioning how culture impacts the characters in these short stories. Further, I would not want to limit students to only focusing on culture. I wonder what the best strategies are for getting a majority-white class to think about culture in this way, as it is not necessarily something that people in a majority culture think about as often.

Molly Drain

2/2/2020 08:03:37 am

Hi Ethan,
I think it is great that you would open up the conversation by asking students to what extent they feel cultural or social contexts affect their self- perceptions as it would definitely get them to start thinking before the text itself is introduced. The conversation on gender roles could be interesting for eighth grade students, as in my own experiences those kinds of conversations were not brought up until high school, however that being said, this conversation could be eyeopening and could allow for the students to dive into the articles a little deeper. As for being worried that the students would not arrive at these conclusions on their own, perhaps do an intro sheet where the students talk about the pieces and let them take a look at them before you address the works. Almost allowing for them to make their own conclusions before they are asked to read it again with your guidance. Just an idea but maybe it would work!

Molly Drain

2/2/2020 07:56:55 am

"Girl" and "Seventh Grade" address common experiences for young adult readers in that each text focusses on appearance and how that can affect you. For a group of Eighth graders, this of course is in their brains as they are currently shaping who they are and are very focused on what others think about them. These two texts are great for this age in that they require the reader to think deep and to connect on a different level that is not only at the surface but deeply rooted in how their parents have raised them and how their peers react to their choices. In order to address these two texts to a class that is relatively mixed in their learning styles, I would introduce the texts as a whole to the group and then follow up with reading groups. As for introducing these specific texts to a majority of white students, I would emphasize the importance of looking at and trying to understand that there are different cultures that may go about discussing things differently. After presenting on the two texts, students in the reading groups, would read independently or out-loud depending on their learning abilities and then I would have them discuss the texts. For the students who have IEP's, depending on how much support they need, i would split them up into the reading groups. I would assign the students a graphic organizer to compare the two texts on what they think is similar and what is different.This of course requires the teacher to go around to each group and give hints and listen into the conversations to see if the groups are gelling nicely and if everyone is participating. I would then open it up to a larger group discussion about how they could relate either "Girl" or "Seventh Grade" to their own experiences. This open debate and sharing can connect students on a deeper level as they realize that others are going through similar experiences.

Becky Tynan

2/2/2020 08:07:49 am

The class has 30 kids in it so I would start by separating them in 6 groups of 5. Before reading we would talk briefly as a class about a coming of age story and what they mean. Just me asking the class some questions, nothing too big. I would give each group an IPad and allow them to have it open to their google classroom for notes. Each student would have handout of 7th Grade and I would ask them to read it aloud to each other and follow along. While in their small reading groups I would write on the board a 3, 2, 1 that they could complete as a group. This is where the “scribe” would write their answers on the google classroom doc. The assignment would be 1 question about a character in the story, 2 quotations they would want to share with the class, and three intelligent observations about the plot (things they found important, maybe a repeating image or an event that changes how they view a character or one that they relate to ect.) This group work would use about 25 minutes. Once the groups have come up with their answers we would come back together, desks set up in a large circle now, so we can all face each other and start with out plot observations and compare if we had the same events or if the text made some students feel similar ways. While this discussion goes on I would become the class note taker that way the discussion is a student lead one (possibly as part of their participation grade once this year each student may have to lead a discussion like this one, thoughts?) So then we would share our quotations and the class would debate which ones I would include on the “master note sheet” I had been writing during their discussion, and finally we would pose or questions about the text and see if students can help one another with the text, or in the way we can include extra information about the text if there was a lot of confusion about something textually and as a teacher I can include some deeper thinking questions on the note sheet that will help their critical thinking later when it comes time for them to write. This student lead discussion would take the remainder of class time and is helpful in engaging IEP students and allowing the students to build a sense of community around the text by relying on each other’s observations to help contextualize for one another anything they may not relate to. Then master note sheet would be accessible to all of the students via google classroom. And of course their parents via my teaching site.

For homework this class would then read Jamaica Kincaid’s “Girl” with the same 3,2, 1 questin and students may choose a paper handwritten copy or a printed copy but it must be a physical sheet of paper they bring to class because they again will get into different groups or 5 and read each others responses, and the readers will be required to comment on at least one of the observations, one of the quotations, and the question, they will rotate their paper in the small groups so when the paper gets back to original writer they will be able to see the conversation their classmates have had with their observations about their responses. (this will probably take the first 25 minutes again and I will have said from last class this is what we are doing with our responses from the homework so they know it will be read by somebody other than me.) As a class we will come together from small groups back into our big circle and share, except this time each student will have to take their own master sheet of notes on the story in paper and transcribe it to google classroom tonight for homework. This is scaffolding on how they should be taking notes and analyzing the stories. This activity would take the rest of class time and then the eventual third class in the lesson is when we would compare the two works.

We would start class with lining up by birthday oldest to youngest (getting people moving since the last classes have been lots of sitting and talking.) I would go down the line breaking them into 5 groups of six, and I have prepared 5 stations with giant post it note posters and each group will now make venn diagrams, One station will have Victor as one circle and Girl as the other, one will have 7th Grade’s Setting and Girl’s Setting, one will have How Women in Girl Shown/Talked About v Women in 7th grade, another station would have the same heading but for men, and the last station would be plot for both stories. Students would have 6 minutes at a station (30 mins of this Venn Diagram gallery walk so half of class essentially) After everybody has rotated through we would share and hang them all up front on the board. Students would again take paper notes and transcribe them into google classroom for a homework grade. The eventual assignment after this is an essay where students would use their note taking and class discussion knowledge to produce a comparative essay about coming of age stories and

Olivia Leonard

2/2/2020 08:18:37 am

Prior to reading “Girl” or “Seventh Grade” I would engage students in a group activity discussing the pressures they may feel as they navigate their way through middle school and prepare for high school. I would have the students lay their heads on their desks and raise their arms so the activity remains anonymous. I would then ask them a series of questions such as “who in here feels that they have to behave a certain way in order be accepted by their peers?”. After the activity I would lead the students in a group discussion about the pressures they feel as they grow and how it makes them feel that society often expects their genders to behave a certain way. I would then separate the students into small groups and have them make a list of expectations/gender roles of women and men. I would ask that they consider all races and ages. These lists could be created on their iPads or a piece of paper. The expectations/gender roles could be from any point in time; whatever they could come up with they should write down. The students would then take turns reading aloud the short stories to their small groups. Students on an IEP may engage in discussion better when they have an easier opportunity to participate. Remaining in small groups, I would bring the students back together and have them share their initial reactions and how the stories were similar and different. I would then ask that the groups share some of their gender roles/expectations they had written down and see if, as a group, we could make any comparisons to the characters in Kincaid or Souto’s stories. We could discuss how Michael and Mr. Bueller act differently in order to impress girls. Why is that? Why do they feel they need to change or act a certain way in order to be accepted?

Nicole Costa

2/2/2020 08:27:54 am

If I were to teach Girl and 7th Grade simultaneously to my 8th grade classroom, I would start with a personal exercise to create a relatable environment for the students. First, I would have students free write for 15 minutes with the following writing prompts:
Write about an experience where you struggled with identity? Were you conflicted on the “right” way to act because of peer or adult influence (ex: parents, family members or friends)?
Or, share an experience where you struggled to impress your crush. Try and describe the internal experience during this time. What were your fears/ emotions?

All responses would be anonymous (no names on the paper). The only person reading these responses would be me, the teacher. Here, I think this exercise would allow students to hark upon an experience that is personal so they could unconsciously find a point of relatability before reading Girl and 7th Grade. After that, I would read Girl outloud to the class because I feel the tone of the poem is important to communicate. Then, I would put them in groups to discuss what they thought was the central theme and major struggles for the girl in the poem. Following that, the students would read 7th grade in the same group and complete the same set of questions.
As an exercise in the group, the students would use their ipads to create a table comparing Girl and 7th grade. In order to engage with critical thinking, students would then be asked to find one line in Girl and one line in 7th Grade and connect the two experiences. As a teacher, I would provide a handout with historical, social, and economic factors that could have influenced the pieces of literature. I would encourage students to find one factor for focus and use their ipads to research further. Each group would do a short informal presentation comparing the two lines they chose to compare. I would post the diagrams/tables on the teaching site for parents to access.
I think my biggest fear for teaching this style classroom would be parent involvement. Having a daughter of my own, I enjoy having online access to classroom activities and homework. Right now, we use an app called Bloomz for parent/classroom communication. However, with the style classroom in this teaching discussion I’d be nervous that the parents would disagree with the activities that I would keep in the classroom and not share. I think it’s important that the students feel they have a place to share personal information without fearing their parents will oversee everything.

Natasha Cardin

2/2/2020 03:06:47 pm

Hi Nicole!
I think your thoughts on the parent involvement is important. I unfortunately, did not consider the parents in my lesson. I agree with your statement that students should have a space were they can express themselves without their parents overseeing it all. Do you think providing the parents with a newsletter and a copy of the texts, explaining the assignment and the goal would be beneficial?

Natasha Cardin

2/2/2020 02:59:15 pm

In the classroom described I would turn this assignment into a compare and contrast project of the students choosing, whether it is a short paper, a power point presentation, a skit, etc. To start the lesson on teaching “Girl” by Jamaica Kincaid and “7th Grade” by Gary Souto, in a large group I would ask the students of some standards that they feel girls need to follow and then do the same for the boys in today’s society. Then, we would discuss why they feel/think this way. I would then assign the students to read both stories. After reading them, we would spend some time close reading and understanding the texts. We would then, create another list as a whole group. This list would comprise thoughts that the students had regarding how the boys and girls in both stories acted/ expected to act. Then, as a class we would compare the lists and discuss similarities and differences between the boy’s behavior and the girl’s behavior. We would also compare the difference and similarities in the two lists that were created. Students would be given time to do some research on the standards and roles of boys and girls in other areas and countries. Allowing the students to have a choice in different aspects of the project will help to keep them interested and engaged. Then, at the end of the project, we would spend a day listening to the findings that the students found. This project would address many standards, allowing the students to not only analyze the stories, but doing research about other places and trying to understand how things are for others.

Teaching Discussion Post #1 "Girl" and "7th Grade"

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