Curriculum / ELA / 10th Grade / Unit 8: Feminism and Self-Respect in Sula / Lesson 1
ELA
Unit 8
10th Grade
Lesson 1 of 21
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Analyze how word choice and structure impact meaning in the opening sentence of “On Self-Respect.”
Essay: “On Self-Respect” by Joan Didion
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Didion use word choice and structure to create meaning in the opening sentence of her essay?
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What word choice and structural elements does Didion use to create meaning in the opening sentence?
Where can we split the sentence in half? What are the two components?
What pronouns does she use in the first half of the sentence? What tone does it create? Is this tone and pronoun use consistent with the rest of the sentence? Why or why not?
Zoom in on “dry season.” What connotations does this word carry? Is this consistent with the rest of the sentence? Why or why not?
Zoom in on the word “delusion. ”What is the narrator’s state of mind in this sentence? How do you know?
We have identified several examples of juxtaposition in this excerpt. How does the juxtaposition Didion uses impact our understanding of the speaker?
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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.9-10.3 — 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.
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 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 5.1B — 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.
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.
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Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
Standards
LO 1.3BRL.9-10.3RL.9-10.4
LO 1.2ARI.9-10.3RI.9-10.5
Analyze the techniques Susan Minot uses to characterize the narrator.
LO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.3RL.9-10.4
Interpret and evaluate “Lust” through a feminist critical lens using bell hooks’s Feminism Is for Everybody.
LO 5.1ALO 5.1BSL.9-10.1
Analyze the techniques that Zora Neale Hurston uses to characterize Janie.
LO 1.3BRL.9-10.3
Analyze the techniques that Gloria Naylor uses to characterize Mattie Michael.
Explain Deborah Tannen’s line of reasoning in “There Is No Unmarked Woman” by identifying relevant claims and clearly explaining connections among them.
LO 1.3ALO 2.3ALO 2.3CW.9-10.2
Formulate and share unique arguments about self-respect and feminism across texts.
Support arguments with strong and thorough textual evidence in a Summative Socratic Seminar.
LO 5.1ALO 5.1BSL.9-10.1SL.9-10.2
Analyze how the author establishes setting, conflict, and characterization in the beginning of Sula.
Analyze the techniques Morrison uses to reveal Helene’s character.
Examine Morrison’s description of Sula and Nel’s upbringings and explain the impact it has on their friendship
LO 1.3BRI.9-10.3
Analyze how Morrison portrays Eva, Plum, and Hannah and their complex relationships as mother and children.
Analyze how Morrison portrays Sula and Nel and their complex relationship as friends.
Analyze the changes in Nel and Sula’s friendship. Examine the significance of Jude’s infidelity and Sula’s betrayal.
Analyze how the relationship between the deficiencies of a male character and the strengths of a female character in Sula illuminates the central ideas in the text.
LO 1.3ALO 1.3BLO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.2RL.9-10.3W.9-10.2
Analyze how Denise Levertov uses structure and other poetic techniques to highlight her perspective on marriage.
LO 1.3ALO 1.3BRL.9-10.2RL.9-10.4
Synthesize ideas about marriage, sex, and love across Sula and “About Marriage.”
LO 1.4BRL.9-10.2
Analyze how Morrison portrays the complex relationship between Ajax and Sula.
LO 1.2BLO 1.4BRI.9-10.3
Analyze the paradox of Sula’s evil and the impact it has on the residents of the Bottom.
Examine the ironic nature of Sula’s death and analyze the significance her death had on the community of the Bottom.
LO 1.2BLO 1.4BRL.9-10.3
Formulate and share unique arguments about Sula.
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1ALO 5.1BRL.9-10.3SL.9-10.1SL.9-10.2
Complete the performance task to show mastery of unit content and standards.
L.9-10.5LO 1.4BLO 1.4BLO 2.1ALO 2.1BLO 2.4BLO 2.4CLO 3.2BLO 3.3CRI.9-10.2RI.9-10.3RL.9-10.2W.9-10.3W.9-10.4W.9-10.5
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