Curriculum / ELA / 10th Grade / Unit 8: Feminism and Self-Respect in Sula / Lesson 16
ELA
Unit 8
10th Grade
Lesson 16 of 21
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Analyze how Denise Levertov uses structure and other poetic techniques to highlight her perspective on marriage.
Poem: “About Marriage” by Denise Levertov
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Levertov use structure and other poetic techniques to reveal the speaker’s perspective on marriage?
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What words, lines, and phrases reveal the speaker’s perspective about marriage? What is Levertov doing with language in these words, lines, and phrases?
Who is the speaker and what is her situation? How do you know?
According to the speaker, what is the difference between marriage and wedlock? What are the connotations and denotations of each word? How do they inform our understanding of the speaker’s tone?
What does the image of a green airy space connote? Why is this significant to the speaker? How does it help her to convey her perspective on marriage?
What is the speaker’s perspective on marriage?
How is the speaker’s perspective on marriage similar to or different from Nel’s? Eva’s?
Reading and/or task to be completed at home in preparation for the next lesson.
Watch and take note of Beyonce’s visual album Lemonade. You may reference the lyrics to her song while watching.
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LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
RL.9-10.2 — 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.
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 5.1A — 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.
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.
Next
Synthesize ideas about marriage, sex, and love across Sula and “About Marriage.”
Analyze how word choice and structure impact meaning in the opening sentence of “On Self-Respect.”
Standards
LO 1.3BRL.9-10.3RL.9-10.4
Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
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
LO 1.3ALO 1.3BRL.9-10.2RL.9-10.4
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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