Wintergirls+Group+1+Unit+Rationale

Presented by: Amanda Parks, Kristine Trickey & Allison Carmack
 * Comments below ** Unit Rationale

High school, for students, can be a time of trouble and emotional turmoil. While many, if not most, students finish high school with a sense of accomplishment, this phase of life carries the potential for students to question themselves and the world around them. When developing curriculum and lesson plans for students at this age, teachers truly need to keep these ideas in mind; and so often times, there is a disconnect between the curriculum and what students are experiencing in and outside of the classroom. In essence, if teachers are expected to be successful educators, then students' emotional needs should also be incorporated into their learning experiences in school.

Laurie Anderson's novel, //Wintergirls//, is truly an example of an emotionally driven adolescent text. Through self-discovery and perseverance, Anderson's main character, Lia, courageously overcomes death of a loved one, cutting, anorexia, and self-hatred. Additionally, Lia's character demonstrates what it is like to have little friends at school and to live with parents who are divorced. Although the novel is intended for a more mature audience, readers are given the opportunity to explore their own troubles through the eyes of Lia. More importantly, however, Anderson's readers are given a glimpse as to what it may be like to have a serious and life threatening psychological disorder.

With this novel, our unit centers on the theme of “solitude and society.” Our team has mutually decided that our unit plan is directed towards juniors and/or seniors of a high school, English classroom setting. As we create and write our lesson plans and curriculum, we address all of the issues that are presented in Anderson's novel. While reading the novel both at home and in class, our lessons give students the opportunity to discuss and research further into any of these striking social issues. For instance, while discussing Lia's struggle with anorexia and malnutrition, we also give students the opportunity to look at “pro-extreme-dieting websites,” like THINSPO.COM. With these real life examples, we hope to give students the opportunity to freely discuss these sensitive issues in and outside of the classroom with their family and friends.

Throughout this unit, we will also provide students with other reading material that covers the theme of “solitude and society.” We recognize and understand that Anderson's novel is emotionally heavy, and sometimes, difficult to read, but we feel that any student has the ability to relate to this novel. Ideally, we suggest and encourage that parents take the time to engage in this novel with their son or daughter. Creating awareness and support for those who are suffering from cutting, bulimia, anorexia, divorce, and/or self-doubt both in and outside of the classroom will truly be beneficial for all who are involved. We do recognize and understand, however, that not all parents will be receptive to the text that we have chosen. Parent-teacher conferences are available for those parents who are uncomfortable with the selected reading material.

Finally, we want our unit to reflect the “pro-activeness” that is essential for those who are suffering from social injustice and/or life-threatening disorders. In order to incorporate this into our unit, we have decided that during the last phase of our unit, we will give students the opportunity to collaborate with others, as they put together a research project of their own. Throughout this project, students will reflect back upon the themes discussed throughout //Wintergirls//, and will hopefully, apply those to their everyday lives. In essence, this collaborative project will enhance the necessary skills that students need while problem solving and working with others in the “real world.” As they work together, they will also have the opportunity to reflect upon their lives and how they relate to Anderson’s novel.  In all, we hope to give students a unique, yet realistic, learning experience during our unit plan. Through //Wintergirls//, poetry, internet websites, and the collaborative research project, we hope that our students will be able to reach out to those who are in desperate need of help. With this goal, students will become more socially aware of how they can help others, as well as how they can grow up to be responsible, young citizens of our nation. As future educators, we hold these values high, as we prepare our students for educational and social success after their high school days.

You recognize that this is highly sensitive material, and that parents could support their teenagers' experience of it. I'm somewhat concerned that parents might want to protect their children from this text, so sharing it might not have the desired effects. The reading process might be more closely addressed in this rationale. How do students recognize deception and self-deception in the narrator? How do they understand Lia's motives for avoiding the truth about her friend's suicide, for her cutting, for gaming the psychiatrist? Much of this goes to characterization, but also trying to understand peers who have lost touch with reality. How do the parents cope? Are they bad parents? It's important for students to understand these characters, so they don't easily condemn them or treat them like soap opera figures. Such issues can be addressed in journal responses, in oral reading and response, in related poetry (see "Spring and Autumn"). But get them to read this closely.