Curriculum / ELA / 10th Grade / Unit 9: Home, Grief, and Storytelling in Men We Reaped / Lesson 7
ELA
Unit 9
10th Grade
Lesson 7 of 22
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Examine an additional perspective around personal and public responsibility in order to expand your insight on the issue.
Excerpt: “Emergency” from Nobody by Marc Lamont Hill pp. 157 – 180 — Chapter VI
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How might Marc Lamont Hill respond to the following inquiry question: Is there a relationship between personal responsibility and public responsibility?
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What lines, words, or phrases show a relationship between personal and public responsibility?
What were the benefits and drawbacks of the governor appointing an emergency manager to take control of finances in Flint, Michigan?
How did government authorities respond to Flint residents when they complained about the drinking water after the closing of the Detroit pipeline arrangement? How did Flint residents respond when they noticed the changes in their water? What are the similarities and differences in their responses? In their level of responsibilities?
How might you respond to the following inquiry question: Is there a relationship between personal responsibility and public responsibility?
Suggestions for teachers to help them teach this lesson
Today is a continuation of the exploratory phase of research that students are in. They are continuing to read, talk, and write about their ideas before they narrow down on a question and begin research of their own. The sources under discussion are intended to deepen students' insight into the essential question: Is there a relationship between public and personal responsibility? In this lesson, we explore Marc Lamont Hill’s perspective on this tension as it relates to the water crisis in Flint, Michigan. A key component of this lesson is the mini lesson on discipline and perspective that is crucial for students to get practice with before they create their own question and find their own sources in the next two lessons.
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Men We Reaped: A Memoir by Jesmyn Ward, pages 9–40 by Lesson 12.
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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 4.1A — Identify a problem, idea, or central question and complete preliminary readings to determine the purpose, scope, and process of the research.
W.9-10.7 — Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Standards that are practiced daily but are not priority standards of the unit
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.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Pose the question or problem your group wants to explore more in depth by writing a group proposal.
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
LO 1.4BLO 4.1AW.9-10.7
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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