Curriculum / ELA / 10th Grade / Unit 9: Home, Grief, and Storytelling in Men We Reaped / Lesson 4
ELA
Unit 9
10th Grade
Lesson 4 of 22
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Analyze how Broom’s use of details about Hurricane Betsy develops her argument about Hurricane Katrina and the role of the government during catastrophes.
Book: The Yellow House: A Memoir by Sarah M. Broom — Chapter 6, "Betsy"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Broom use of details and word choice reveal the impact that Hurricane Betsy had on the city of New Orleans and her family?
Who or what was responsible for Hurricane Betsy? What does this reveal about public responsibility and personal responsibility?
How does Broom characterize New Orleans based on her description of Hurricane Katrina?
How does Broom characterize her family based on her description of Hurricane Katrina?
Why is Hurricane Betsy a significant event in both New Orleans history and the Broom family history?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Marc Lamont Hill’s Nobody, Chapter VI, "Emergency," pages 157–180.
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LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
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.
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.
Standards that are practiced daily but are not priority standards of the unit
LO 2.2A — Assert a precise central claim.
RI.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.
RI.9-10.2 — Determine a central idea of a text and analyze 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.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Next
Formulate and share unique arguments on home and homecoming.
Support arguments with strong and thorough textual evidence in a Socratic seminar.
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
LO 1.4BLO 5.1ALO 5.1BSL.9-10.1
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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