Curriculum / ELA / 10th Grade / Unit 5: Reading as Resistance: Reading Lolita in Tehran / Lesson 8
ELA
Unit 5
10th Grade
Lesson 8 of 29
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Analyze Rushdie's purpose and rhetorical choices in his essay "On Censorship."
Essay: “On Censorship” by Salman Rushdie
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Rushdie's purpose in "On Censorship," and what rhetorical choices does he make to advance that purpose?
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In paragraph 1, how does Rushdie define censorship? How do his literary references in the first paragraph relate to his definition?
Explain Rushdie's extended metaphor of air supply and faucets. How does he use this metaphor to explain the effect of censorship on artists?
What does Rushdie think censorship does to works of art? How does he use literary references to illustrate his point?
In paragraph 10, Rushdie gives examples of censored artists and their art. How do these examples support his argument here about censorship?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
extended metaphor
a metaphor that extends over the course of multiple lines, paragraphs, or stanzas of prose or poetry
allusion
an indirect (implied) reference to something/someone from literature, history, or culture
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Reading Lolita in Tehran by Azar Nafisi — pp. 59–67, 70–77
While reading, answer the following questions.
What does Nafisi compare to a sudden rainstorm?
Overall, how well do Nafisi's children remember their time in Iran?
Which of Nafisi's students do her children remember the most, and why?
Why do the Revolutionary Guards come to Nafisi's home?
What do the Revolutionary Guards return to take two months later?
What happened to Sanaz while on vacation with her girlfriends?
How do each of the girls describe their image of themselves?
What distinction does Nafisi make between her generation and her students' generation?
What does Nafisi think is the worst crime committed by a totalitarian regime?
This reading describes violent physical punishment. Be sure that students are made aware of this content when assigned the reading.
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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.
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
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.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9.b — Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze the impact of the reading group on the girls' identities and how that relates to Nafisi's theme of individuality.
Develop questions for a research topic, gather and evaluate the credibility of sources, and begin to take notes for research.
Standards
W.9-10.7W.9-10.8
Create an outline for a slideshow presentation.
W.9-10.5W.9-10.8
Design and build an information slideshow presentation, complete with clear bullet points images, and a written paragraph in the speaker notes.
SL.9-10.4SL.9-10.5W.9-10.2W.9-10.2.aW.9-10.2.bW.9-10.2.cW.9-10.6
Build background knowledge about the Iranian Revolution in preparation for Reading Lolita in Tehran.
RI.9-10.2SL.9-10.1
Analyze how Nafisi opens her memoir and what events led her to create a reading group.
RI.9-10.3RI.9-10.5
Analyze how certain events and anecdotes further develop Nafiisi's ideas about life in Tehran.
RI.9-10.3RI.9-10.4
Analyze how the reading group develops Nafisi's ideas about insubordination.
RI.9-10.3RI.9-10.4RI.9-10.5
RI.9-10.2RI.9-10.4RI.9-10.6
RI.9-10.2RI.9-10.3RI.9-10.5
Study a mentor text and plan a scene in which you describe your journey from school to home.
RI.9-10.4RI.9-10.5W.9-10.3
Write a scene describing your journey from school to home using Nafisi's structure as well as descriptive details, figurative language, and other stylistic elements.
W.9-10.3
Analyze how and why Nafisi uses flashbacks to structure her memoir.
Analyze the shifting mood of the revolution and how it impacts life at the university.
RI.9-10.2RI.9-10.3
Analyze Lorraine Ali's purpose in her article "Behind the Veil."
RI.9-10.4RI.9-10.6
Analyze how the Gatsby trial further develops Nafisi's theme about the importance of literature.
RI.9-10.2RI.9-10.6
Analyze how individuals show resistance to the government's cultural revolution as it impacts the University of Tehran.
RI.9-10.2RI.9-10.3RI.9-10.4RI.9-10.5
Analyze how Nafisi grapples with the moral dilemma of complying with wearing the veil to return to teaching.
Analyze how Nafisi develops the theme of the importance of art to individuals and to a community.
RI.9-10.2RI.9-10.5
Analyze how Rumi conveys meaning through imagery and figurative language.
L.9-10.5RL.9-10.2RL.9-10.4SL.9-10.1
Analyze the role of imagination and courage in our relationship to others and our society.
Analyze the mood and structure at the start of Part 4.
RI.9-10.2RI.9-10.4RI.9-10.5
Write a short descriptive scene that establishes mood through diction and imagery.
RI.9-10.4W.9-10.3
Analyze the internal and external conflicts the women and Nafisi face over the decision to leave Iran.
Analyze how the final anecdotes of the memoir develop Nafisi's themes about choice, freedom, and fiction.
Engage in a Socratic seminar about Reading Lolita in Tehran by supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Brainstorm ideas for a personal narrative essay and complete a graphic organizer for the chosen topic.
W.9-10.4
Complete an outline for a personal narrative.
W.9-10.4W.9-10.5
Complete a draft of a personal narrative.
W.9-10.3.aW.9-10.3.bW.9-10.3.cW.9-10.3.dW.9-10.5
Provide feedback on a classmate's personal narrative and revise one's own personal narrative using suggestions from a peer review.
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