Curriculum / ELA / 10th Grade / Unit 1: Altruism and Interconnectedness in Short Texts / Lesson 7
ELA
Unit 1
10th Grade
Lesson 7 of 11
Jump To
Analyze Sammy’s characterization and narrative perspective to unpack central ideas in “A&P.”
Short Story: “A&P” by John Updike
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does John Updike use Sammy’s characterization and narrative perspective to reveal central ideas in “A&P”?
An example response to the Target Task at the level of detail expected of the students.
Key thinking students do about today's reading.
What words and phrases in the text reveal Sammy’s character? What words and phrases in the text reveal Sammy’s narrative perspective?
How does Sammy describe the three girls? What does his description of the three girls reveal about his character?
How does Sammy describe the A&P customers and employees? What does his description of the customers and employees reveal about his perspective on working at the grocery store?
Why does Sammy quit his job at A&P? What impact does his decision have on how the readers view him?
What is the tone in the final two paragraphs of the story? How does Sammy’s comment, “my stomach kind of fell as I felt how hard the world was going to be to me hereafter” enhance the tone?
What is the significance of Sammy's narration in the last sentence of the short story? What does it reveal about Sammy and the central ideas in the text?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
haggling
v.
to dispute or bargain over the cost of something
saunter
walk in a slow, relaxed manner, without hurry or effort
racy
adj.
having a distinctively lively and spirited quality
nubble
n.
a small lump
galosh
a waterproof overshoe, typically made of rubber
delinquency
minor crime, especially that committed by young people
Reading and/or task to be completed at home in preparation for the next lesson.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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 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.
Lesson 6
Lesson 8
Introduction
Synthesize ideas from excerpts from Justice and SuperFreakonomics to formulate an argument about altruism.
LO 1.1A LO 1.4B RL.9-10.1
Close Reading
Determine the audience's needs, values, and beliefs in John Lewis’s farewell essay and examine the rhetorical strategies that compel his audience to action.
LO 1.2B RI.9-10.6
Identify and analyze the rhetorical situation and key diction choices in “A Call for Unity.” Craft an argument about the extent to which the public statement is ethical.
LO 1.2B LO 2.3A RI.9-10.6 W.9-10.2.a
Analyze how King’s rhetorical strategies address his audience’s needs, values, and beliefs.
Socratic Seminar
Analyze how King achieves his authorial purpose by identifying and interpreting his rhetorical strategies.
Assessment: Free Response
Analyzes the rhetorical choices that Lewis or King makes to convey his message about the importance of unifying in response to injustice.
LO 2.2B LO 2.3A LO 2.3C LO 2.3D RI.9-10.1 RI.9-10.2 RI.9-10.6 W.9-10.2
LO 1.3B RL.9-10.3
Analyze the speaker’s perspective and poetic form to convey central ideas about interconnectedness in “The World is Too Much with Us.”
LO 1.3A RL.9-10.3
Analyze how the author uses the juxtaposition between "The Pledge of Allegiance" and the Thanksgiving address to convey central ideas about gratitude and interconnectedness in the excerpt from Braiding Sweetgrass.
Assessment: Socratic Seminar
Formulate and share unique arguments about meaning across Unit 1 texts. Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1A LO 5.1B RI.9-10.1 RI.9-10.2 RI.9-10.6 RL.9-10.2 RL.9-10.3 SL.9-10.1 SL.9-10.2
Assessment: Performance Task – 4 days
Complete the performance task to show mastery of unit content and standards.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free