Curriculum / ELA / 10th Grade / Unit 9: Home, Grief, and Storytelling in Men We Reaped / Lesson 13
ELA
Unit 9
10th Grade
Lesson 13 of 22
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Analyze the metaphor of the horse that Betts extends throughout "What We Know About Horses" including how it creates social commentary about growing up as a Black man in America.
Poem: “What We Know of Horses” by Reginald Dwayne Betts
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Betts use the extended metaphor of horses to convey central ideas in "What We Know of Horses." In your paragraph, cite and analyze specific examples from the poem that support your claim about the central ideas of the text.
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In what lines, words, and phrases does the speaker in "What We Know of Horses" reference a horse? What does this horse refer to in those lines, words, and phrases?
Who or what is the poem about? How do you know?
What is the central conflict in the poem? How do you know? How would you characterize this conflict?
The speaker in "What We Know of Horses" references a horse three times in the first stanza. Note each reference and explain the connotations and meaning of horse in each line.
In the second stanza, the speaker references a horse 4 times. What new meaning does the word "horse" take on in this stanza? How do you know? Is the horse the same throughout the stanza.
In the third stanza, the speaker references horse three times. Note each reference and explain the connotations and meaning of horse in each line.
How does the meaning of horse in the poem develop over time? How does this development contribute to the central ideas of the text?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate "We are Born" and "Desmond Cook" by Lesson 14
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LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Standards that are practiced daily but are not priority standards of the unit
LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
LO 2.3A — Assert a precise central claim that establishes the relationship between a work's features and overall meaning.
LO 2.3B — Organize ideas and evidence to effectively develop and support a thesis.
LO 2.3C — Select and incorporate relevant and compelling evidence to support a thesis.
LO 5.1A — Extend the conversation around an idea, topic, or text by formulating questions and recognizing the claims and perspectives of others.
LO 5.1B — Cite relevant evidence and evaluate the evidence presented by others.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
SL.9-10.1 — 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.
W.9-10.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Next
Analyze the role that violence and substance abuse play in the childhood of Ward and Joshua.
Explain how Desmond’s death and Ward’s memories of him connect to the thematic topics of violence and substance abuse that Ward introduces in "We Are Born."
Analyze how Giorgis uses evidence and claims to craft her textual analysis on Beyoncé’s Homecoming.
Explain the significance of home in Beyoncé’s Homecoming.
Standards
LO 1.2ARI.9-10.3
Analyze how multiple poetic techniques work together to create a unified meaning in Howes’ "The Homecoming."
LO 1.3BRL.9-10.4
Analyze the details that Broom uses to reveal the social and historical context of New Orleans East.
Analyze the social dynamics of the neighborhood Broom describes in New Orleans East.
LO 1.2BRI.9-10.3
Analyze how Broom’s use of details about Hurricane Betsy develops her argument about Hurricane Katrina and the role of the government during catastrophes.
LO 1.4BLO 5.1ALO 5.1BSL.9-10.1
Formulate and share unique arguments on home and homecoming.
Support arguments with strong and thorough textual evidence in a Socratic seminar.
Unpack the performance task prompt for Unit 4.
Analyze Jesmyn Ward’s perspective in the prologue to her memoir and initiate your thinking about personal and public responsibility.
LO 4.1AW.9-10.7
Examine an additional perspective around personal and public responsibility in order to expand your insight on the issue.
LO 1.4BLO 4.1AW.9-10.7
Pose the question or problem your group wants to explore more in depth by writing a group proposal.
W.9-10.7
Determine what makes a quality source by analyzing a teacher-selected source aligned to my topic.
Find, comb, and collect sources in a research tracker.
Craft an insight piece about your selected research topic, placing the ideas found in various sources and their authors in conversation with one another.
LO 1.4BLO 4.1BW.9-10.9
Use teacher feedback to revise group research proposal to ensure they have explained a clear problem including the problematic nature and significance.
Analyze the metaphor of the wolf that Ward extends throughout "We Are in Wolf Town" including how it creates meaning about DeLisle, Mississippi, in the chapter.
Analyze how Ward’s complex portrayal of Roger connects to the wolf metaphor she presents in the previous chapter.
LO 1.3BRL.9-10.3RL.9-10.5
LO 1.3BRL.9-10.4RL.9-10.5
Analyze how Ward manipulates structure and uses narrative techniques to convey central ideas in her essay "On Witness and Repair: A Personal Tragedy Followed by Pandemic."
LO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.2RL.9-10.5W.9-10.2W.9-10.9
Explain the connection between the horse metaphor and "We are Wounded" and "Charles Joseph Martin."
Step back and reflect on my research question and topic and where it has shown up in Jesmyn Ward’s Men We Reaped: A Memoir.
LO 1.4BW.9-10.9
Analyze the details and word choice Ward uses to reveal her complex mental state.
Analyze how Ward’s portrayal of her mental state connects to her complex portrayal of Ronald Wayne Lizana.
LO 1.3BRL.9-10.3RL.9-10.4
Analyze how Wesley Morris and Jenna Wortham manipulate organizational structure to develop their argument about the Maze featuring Frankie Beverly’s "Before I Let Go."
Connect the idea of joy discussed in this podcast to Jesmyn Ward’s Men We Reaped: A Memoir.
Analyze how Ward’s choices to end her memoir contribute to the structure and overall meaning of Men We Reaped: A Memoir.
Formulate and share unique arguments about the larger themes and arguments of Men We Reaped: A Memoir.
Support arguments with strong and thorough textual evidence in a Summative Socratic Seminar.
LO 1.2ALO 1.2BLO 5.1ALO 5.1BRL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1SL.9-10.2
6 days
Complete the performance task to show mastery of unit content and standards.
LO 2.2ALO 2.2BLO 2.2CLO 2.2ELO 2.4ALO 2.4BLO 2.4CLO 3.3ARL.9-10.5W.9-10.3W.9-10.4
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