Curriculum / ELA / 10th Grade / Unit 9: Home, Grief, and Storytelling in Men We Reaped / Lesson 2
ELA
Unit 9
10th Grade
Lesson 2 of 22
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Analyze how multiple poetic techniques work together to create a unified meaning in Howes’ "The Homecoming."
Poem: “The Homecoming” by Barbara Howes
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Howes use poetic elements such as structure, imagery, and/or figurative language to convey meaning about returning home in Howes’ "The Homecoming"?
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Annotation focus for 1st read: What is the story of the poem?
Annotation focus for 2nd read: What literary devices and evidence does Howes use to build the story of the poem?
Annotation focus for 3rd read: What central ideas does Howes ultimately convey about coming home?
What lines does Howes introduce and conclude her poem with in the first and last stanzas? What is the significance of this line? What effect does the repetition have on the overall meaning of the poem?
Zoom in on the imagery of the ruby beacon. How does Howes describe the movement of the beacon? What is noteworthy about the way the beacon moves? How does it compare to the first line of the poem?
Consider the second stanza. How does the tone shift in this section of the poem? In other words, how does the tone in this stanza compare to the tone in the previous stanza? What words and phrases support the shift in the tone?
Zoom in on the metaphor "voyager of mind." What does this metaphor mean literally? What does it mean figuratively? How does it contribute to the overall meaning of the poem?
What distinction does the poem make between those who return home and those who do not? How does understanding this distinction help one to understand the overall meaning of the poem?
In what ways does the structure of the poem mirror the central idea that Howes conveys?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate The Yellow House, pages 52 to 98.
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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).
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.
LO 5.2A — Determine the purpose for communication and select an appropriate format.
LO 5.2B — Incorporate effective visual and multimedia tools to enhance the presentation and achieve the intended effect.
LO 5.2C — Demonstrate an awareness of the audience during both the planning and delivery of a presentation, and make adjustments based on the audience's responses.
LO 5.2D — Communicate clearly and effectively, using appropriate verbal and nonverbal techniques.
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 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.
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
LO 1.3BRL.9-10.4
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
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.
LO 1.3BRL.9-10.4RL.9-10.5
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 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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